USING READING CONCEPT MAP GROUP INVESTIGATION

(REMAPG) TO IMPROVE STUDENTS’ MOTIVATION IN

READING ACTIVITIES

A THESIS

BY:

BAIQ ERSA AGUSTIN MARANTIKA

NIM: 18101056

FACULTY OF CULTURE BUSINESS AND MANAGEMENT

ENGLISH DEPARTMENT MANDALIKA UNIVERSITY
OF EDUCATION
2023
 APPROVAL

This a thesis entitled: USING READING CONCEPT MAP GROUP

INVESTIGATION (REMAPG) TO IMPROVE STUDENTS’
MOTIVATION IN READING ACTIVITIES

This thesis has been approved on 2024

First Consultan Second Consultan

Muliani, M.Pd Muhammad Sarifuddin, S.Pd., MA.

NIDN.0824048201 NIDN.0831128214

Acknowledged by
Dean,

Muliani,M.Pd
NIK.495200312

I
 RATIFICATION

This thesis entitled: Using Reading Concept MAP Group Investigation

(REMAPG) To Improve Students’ Motivation in Reading Activities. Has
been approved by the Board of Examiner as the requirement for the Sarjana
Degree in English Language Education Departement.

ApAprianoto, S.Pd.,M.Pd .......................... (Chairman)

NIDN.0825106701

Muliani,M.Pd .......................... (Member)

NIDN.0824048201

M.Sarifuddin,S.Pd.,M.A ........................... (Member)

.
NIDN.0831128214

Acknowledged by,

Dean, Head of English

Faculty of Culture, Language Education,
Management and Business

Muliani, M.Pd. Heri Hidayatullah, M.Pd.

NIK.495200312 NIK. 552121016

II
 STATEMENT OF ORIGINALITY

The Undersigned:

Name : Baiq Ersa Agustin Marantika

Student Number : 18101056
Faculty : Faculty of Culture Business and Management
Study Program : English Language Education
Address : Jln Amd Babakan Kebon Sandubaya
I hereby declare that the thesis entitled: “Using Reading Concept
MAP Group Investigation To Improve Studetns‟ Motivation In
Reading Activities” is my own work which was submitted as one of
the requirements to partially fulfill the requirements for
undergraduate education (S, Pd) at Mandalika University of
Education and never submitted to any university for any other
purpose. The works of others cited here have been properly
acknowledged in the bibliography section.

Mataram, Januari 2024

Baiq Ersa Agustin Marantika

NIM. 18101056

III
MOTTO AND DEDICATION

MOTTO :

“Live boldly, love passionately, and embrace the journey”

DEDICATION :

This graduating paper is wholeheartedly dedicated to:

1. My beloved parents (Lalu Saparwadi and Baiq Nurkomalawati) I love

you from the depth of my heart, thanks a lot for your praying, support,

charity, patience, time and everything. Then, thanks a lot for my

brothers, my grandmother and grandfather , I always love them so

much. Thanks to All family members for giving me spirit and smile by

your purity.

2. My honorable consultants (Muliani, M.Pd & Muhammad Sarifuddin,

S.Pd., MA) Thank you so much for providing advice and helping,

guiding for the smooth preparation of the thesis and thank you for all of

the lecturer and staff specially in FBMB Undikma.

3. My brother (Muhammad Irfan Hidayat) who has been a great help

throughout the stages of compiling this thesis."

4. My best friend who always helps, advice and motivates me (Baiq

Maulidya Salsa) Thank you so much.

5. My soulmate (Lalu Aldiara Elang Sakti) who have given attention,

assistance, support, spirit and always there when I need and have played

a major role in the process of preparing this thesis. Thank you so much.

IV
6. Thank you to the proud almamater and my beloved campus of

UNDIKMA for providing knowledge and many memories that I will

always remember.

7. And the last, i wanna thank me for hard work and fighting until now.

Staying strong in any condition and enthusiasm to continue the next

struggle.

V
 ACKNOWLEDGEMENT

First of all, the researcher would like to present this research with gratitude
and humility as part of the preparation to conduct the thesis study. This proposal
contains the framework plan of the research that was be executed to achieve the
set research objectives.
The researcher expresses sincere gratitude for the guidance and support
from Allah SWT. Gratefulness is also extended to the parents for their continuous
encouragement and prayers. The researcher would also like to extend thanks to the
supervising lecturers, Mrs. Muliani, M.Pd., as the first consultant, and Mr.
Muhammad Saripudin, S.Pd., MA., as the second consultant, for their corrections,
guidance, and assistance throughout the process of writing this proposal.
May this research proposal provide meaningful contributions to the
advancement of knowledge in the relevant field. Thank you.

Mataram, July 2023

The researcher

Baiq Ersa Agustin Marantika

18101056

VI
VII
 ABSTRACT

Baiq Ersa Agustin Marantika: USING READING CONCEPT MAP GROUP

INVESTIGATION (REMAPG) TO IMPROVE STUDENTS’ MOTIVATION IN
READING ACTIVITIES.

This study aims to examine the effectiveness of the REMAPG (Reading-

Concept Map-Group Investigation) learning model in enhancing students'
motivation in reading. REMAPG integrates concept map creation, group
investigation, and cooperative learning into reading activities. This semi-
experimental research involves six groups, each consisting of five students,
with each group applying the REMAPG model. Research instruments include
reading motivation tests and observations of student engagement in reading
activities.The results indicate that students implementing the REMAPG model
experience a significant increase in reading motivation. The heightened
motivation is particularly evident in aspects of enjoyment, curiosity, and self-
confidence in reading. Observations also reveal that students in the
experimental groups are more active in reading activities, such as asking
questions, engaging in discussions, and completing assignments
collaboratively. In the presentation results, it is evident that in the pre-test, only
8 out of 30 students (26.6%) achieved a score of 75 or higher. However, in the
post-test of Cycle I, the number of students reaching a score of 75 or higher
increased to 16 out of 30 students (53.3%), indicating an improvement of
approximately 26.7%. More remarkable results are observed in the post-test of
Cycle II, where 24 out of 30 students (81.5%) successfully attained a score of
75 or higher. This demonstrates an improvement of around 26.7% from the
second test and about 53.4% from the first test to the third test. In conclusion, it
can be inferred that the REMAPG model is effective in enhancing students'
motivation in reading activities and has the potential to be applied to improve
Indonesian language learning achievements. After analyzing the data, the
researcher found that students' reading comprehension improved from the pre-
test to the first and second cycles. The percentage of students achieving a score
of 75 or higher indicates a significant improvement, reflecting substantial
progress in their reading abilities throughout the study.

Keywords: Reading motivation, REMAPG, concept map, group investigation,

cooperative learning.

VIII
 TABLE OF CONTENTS
COVER
APPROVAL ............................................................................................................ I
RATIFICATION ...................................................................................................II
STATEMENT OF ORIGINALITY .................................................................. III
MOTTO AND DEDICATION ........................................................................... IV
ACKNOWLEDGEMENT .................................................................................. VI
TABLE OF CONTENTS .................................................................................... IX
CHAPTER I ............................................................................................................ 1
INTRODUCTION .................................................................................................. 1
A. Background of the Study ............................................................................ 1
B. Statement of the Problem............................................................................ 6
C. Research Objectives .................................................................................... 6
D. Significances of the Study ........................................................................... 6
E. Scope of the Study ....................................................................................... 8
CHAPTER II ........................................................................................................ 10
REVIEW OF RELATED LITERATURE ......................................................... 10
A. Theory Of Reading .................................................................................... 10
B. Motivation .................................................................................................. 17
C. Concept Map .............................................................................................. 23
D. Group Investigation .................................................................................. 25
E. Previous Studies......................................................................................... 27
F. Hypotheses ................................................................................................. 31
CHAPTER III ....................................................................................................... 32
RESEARCH METHOD ...................................................................................... 32
A. Research Design......................................................................................... 32
B. Setting of the Research ............................................................................. 35

IX
 C. Subject of the Research............................................................................. 35
D. Instruments of the Study .......................................................................... 35
E. Technique of Data Collection ................................................................... 39
F. Procedures of The Research ..................................................................... 40
G. Technique of Data Analysis ...................................................................... 42
CHAPTER IV ....................................................................................................... 46
RESEARCH FINDINGS AND DISCUSSION .................................................. 46
A. Research Findings ..................................................................................... 46
B. Discussion ................................................................................................... 69
CHAPTER V ........................................................................................................ 72
CONCLUSION, IMPLICATIONS, AND SUGGESTIONS ............................ 72
A. Conclusions ................................................................................................ 72
B. Implication ................................................................................................. 73
C. Suggestions ................................................................................................. 74
REFERENCES ..................................................................................................... 76

X
 CHAPTER I

INTRODUCTION

A. Background of the Study

Reading activity is an activity that is very useful for sharpening

intelligence and adding insight. In this world every student has skills and it

is different for them. Skills are important to support their studies and skills

are divided into four types. There are listening, speaking, reading and

writing skills. This must be possessed by all students, including reading

skills, because with reading skills students can enrich their vocabulary and

they was be able to obtain information about the content of the text.

Reading is not only reading word by word, sentence by sentence, or

paragraph by paragraph but also readers must recognize information

outside the text; so that they can reveal information from the text that has

been read in writing or speaking interactions.

Thus, reading is also a beneficial thing for students in achieving

their achievements based on internal interests so that everything they do

works well and smoothly. Interest can arise because of something that

makes someone pay attention or be interested in reading. Mulyati (2004:

67) states that reading interest in children is a psychological symptom

related to reading activities that stimulate feelings of pleasure and direct

children to reading activities. Factors that hinder students' interest in

reading are limited availability of books, low socioeconomic status of

parents, and the influence of a crowded or dirty environment.

1
 Reading skill is an important skill to understand information from

English text. To make a successful understanding in reading texts it is

necessary for students to have reading skills. Therefore, to make students

have a good understanding in reading English texts effectively, some

support is needed. One of them is motivation. According to

Iskandarwassid & Sunendar (2008) “Reading is determined by

motivation” (p. 246). In this case, students can succeed in understanding in

reading English texts if the teacher provides motivation that is in

accordance with the characteristics of students. This argument is in line

with the research opinion of Guthrie, Laurel, Stephen & Nichole (2007, p.

310) (as quoted in Saddhono & Slamet, 2012, p. 91) they state that reading

comprehension was be more effective if it is carried out supported by

motivation. In this case, from this view it can be concluded that reading

comprehension and motivation have a strong relationship because reading

comprehension was be supported by motivation.

Talking about motivation, motivation consists of intrinsic

motivation and extrinsic motivation. Sardiman (2010) states that intrinsic

motivation comes from internal factors while extrinsic motivation comes

from external factors. For example, students want to achieve goals caused

by self-motivation called intrinsic motivation. If students want to achieve

goals because of other people it is called extrinsic motivation (p. 89). In

addition, McClelland (1960) (as quoted by Siagian (2004, p. 167171)

classifies intrinsic and extrinsic motivation into three indicators, namely:

2
achievement, affiliation, and power. These two motivations are very

important to encourage students to carry out activities, especially to make

students succeed in understanding the contents of the text.

Students must have a high desire to achieve the desired

achievement. This high human desire can be realized by reading activities

that can increase knowledge widely and can be useful in life. The

existence of high motivation makes humans more trying to move forward

and achieve success in all fields. Achievement motivation is an

encouragement in a person to act or try to achieve a better standard of

excellence and his own previous achievements and the achievements of

others, and feel challenged by his duties (Mustaghfirin, 2002: 73).

Based on the observations conducted at MAN 1 MATARAM,

researchers have identified several difficulties and problems that students

face when learning English, especially in reading comprehension. These

challenges include a lack of motivation, difficulties in understanding the

reading texts, and inadequate vocabulary knowledge. Therefore, teachers

at MAN 1 MATARAM must have many other methods and creativity to

overcome the difficulties experienced by their students.

To address the issue of motivation, it is important for teachers to

consider two additional indicators as suggested by experts in this field.

One indicator is self-efficacy, which refers to students' belief in their

ability to succeed in reading tasks. According to Bandura (1997), self-

efficacy plays a crucial role in motivating individuals to engage in

3
challenging activities and persevere in the face of difficulties. Teachers

can enhance students' self-efficacy by providing them with opportunities

to experience success in reading, offering constructive feedback and

support, and helping them develop effective reading strategies.

Another important indicator is goal orientation. Dweck (2000)

emphasizes the significance of having a growth mindset and setting goals

in enhancing motivation. Teachers can encourage a growth mindset in

students by promoting the idea that reading skills can be developed

through effort and practice. Additionally, teachers can assist students in

setting specific and realistic reading goals, such as improving reading

speed, expanding vocabulary, or understanding complex texts. Regularly

monitoring progress and providing feedback can further enhance students'

motivation and sense of achievement.

By considering these indicators of self-efficacy and goal

orientation, teachers can create a motivating reading environment that

empowers students to take control of their learning and strive for

continuous improvement.

By recognizing the importance of motivation and incorporating

strategies to address the lack of motivation, understanding of texts, and

vocabulary challenges, teachers at MAN 1 MATARAM can create a

supportive and engaging learning environment that promotes effective

reading comprehension among their students.

4
 Based on the observations made, it appears that the implementation

of the Group Investigation Concept MAP method is worth considering.

According to Gerard Egan and Richard F. Schmieder's book "The MAP

Method: A Practical Guide to Improved Performance" (1993), Concept

MAP Group Investigation is a method specifically designed to assist teams

in resolving complex problems and enhancing their overall performance.

This method encompasses three distinct stages: Initial Examination,

Investigation, and Action. During the Initial Examination stage, teams

define the problem and formulate an investigation plan. Moving on to the

Investigation stage, the team gathers information regarding the problem

utilizing various techniques such as interviews, observations, and

document analysis. Lastly, in the Action stage, the team analyzes the

collected information and formulates an action plan to address the

problem.

Furthermore, based on the results of observations, researchers are

interested in researching with the title "USING READING CONCEPT

MAP GROUP INVESTIGATION TO IMPROVE STUDENTS‟ IN

READING ACTIVITIES.

The researcher used this title because teachers must know the

students' problems. It is observed that students find it difficult to

understand foreign languages. Therefore, as aspiring teachers, we must

have a specially designed strategy to solve these problems so that students

5
 can understand the information and ideas contained in the text used as

teaching material.

B. Statement of the Problem

Based on the basic considerations above, there are several problems

that have been identified, as follows:

1. What is the impact of Concept Map Group Investigation

(REMAPG) to improve students‟ motivation at MAN 1

MATARAM?

2. How can the implementation of REMAPG be optimized to enhance

students' motivation in reading activities at MAN 1 MATARAM?

C. Research Objectives

Based on the problem formulation, this research aims to achieve the

following objective: to investigate the use of the reading concept map

group investigation method in improving students' motivation in reading

activities at MAN 1 MATARAM.

The chosen title reflects the importance of understanding the

students' problems for teachers, particularly their difficulties in

understanding foreign languages. Therefore, as teachers, it is crucial to

develop a special strategy to address these issues so that students can

comprehend the information and ideas contained in the texts used as

teaching materials.

D. Significances of the Study

6
1. The Theoretical Significance

This study has significant theoretical significance as it provides

valuable information on the use of group investigation reading concept

maps to enhance students' motivation in reading activities. The findings of

this research are expected to serve as a reference for other researchers

conducting studies in the field of English teaching and learning. It is

hoped that the results of this study were be useful for students, teachers,

and all readers. Additionally, the findings of this research can assist

teachers at MAN 1 Mataram in effectively increasing students‟

motivation in reading activities.

2. Practical Significance:

a. For students, this research aims to enhance students' success in

comprehending English reading texts through the concept map

strategy, thereby increasing their motivation to read as

facilitated by their teachers

b. For teachers, teachers should recognize the significance of

motivation for students, particularly in terms of extrinsic

motivation. They should carefully select and employ the most

effective motivational strategies for their students.

c. For researcher, this study contributes to a deeper understanding

of concept map learning as a means to enhance students'

reading motivation. It also contributes to discourse studies,

7
 specifically by providing insights that can be beneficial for

academics interested in increasing people's interest in reading.

d. For future research, the findings of this study can serve as a

model for future research endeavors, offering guidance in

investigating and promoting reading interest within the broader

community.

E. Scope of the Study

This research was be limited to concept map group investigations to

improve students' reading activities.

F. Definition of the Key Terms

1. Reading Activities

According to Christine Nuttall in her book "Teaching Reading

Skills in a Foreign Language" (Heinemann, 2005), reading activities

involve learners interacting with texts to develop their reading skills, such

as predicting, skimming, scanning, and understanding main ideas and

details.

2. Concept Map Group Investigation

The MAP Method: A Practical Guide to Improving Performance"

by Gerard Egan and Richard F. Schmieder (1993) explains that Concept

Map Group Investigation is a method designed to help teams solve

complex problems and improve their performance.

3. Motivation in Reading Activities

8
 Intrinsic motivation and extrinsic motivation are two forms of

motivation that can influence an individual's behavior and engagement in

an activity. According to Deci and Ryan (1985), intrinsic motivation refers

to the drive or motivation that originates from within the individual

themselves. Individuals engage in activities because they find them

meaningful, interesting, and psychologically satisfying. On the other hand,

extrinsic motivation refers to the drive or motivation that arises from

external factors. Individuals engage in activities because of external

rewards or consequences associated with the activity (Deci & Ryan, 1985).

Additionally, Vallerand (1997) explains that extrinsic motivation can

manifest in three forms, namely external motivation, introjection

motivation, and identification motivation, which involve external pressures

or rewards, internal drives such as feelings of guilt or internal values, and

identification with goals or values that are important to individuals.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theory Of Reading

1. The Nature of Reading

Reading is an activity that is important for the context of life apart

from writing and listening, especially in the information and

communication era like today. As we often hear "Reading is a window to

the world" because by reading we know the world and by writing the

world knows who we are. Reading is also a bridge for anyone and

anywhere who wants to achieve progress and success, both in the world of

school and in the world of work, (Drs.Kholid A. Harras, 2019). Therefore,

experts agree that reading skills (reading literacy) is a condition sine

quanon (absolute requirement) for every human being who wants to make

progress.

Reading is a process that is carried out and used by readers to obtain

messages conveyed by the author through the medium of written language

(Tarigan, 1984: 7). Reading is an activity or a way of developing

reasoning power (Tampubolon, 1987:6). By reading, someone indirectly

collects word for word in associating the intent and direction of his reading

so that in the end the reader can conclude something with his reasoning.

From a linguistic point of view, reading is a process of decoding and

discussing codes, in contrast to speaking and writing which involve

encoding. An aspect of decoding is connecting written words with the

10
meaning of spoken language (oral language meaning) which includes

changing the writing/printing into meaningful sounds (Tarigan, 1984:8)

Harja sujana (1996:4) suggests that reading is a process. Reading is not a

single process but a synthesis of various processes which then accumulate

in a single action. Reading is defined as pronouncing words, identifying

words and looking for meaning from a text. Reading starts from the outer

structure of the language which is seen by the visual ability to get the

meaning contained in the structure in the language. In other words, reading

means using the inner structure to interpret the outer structure consisting of

words in a text. From the definitions above it can be concluded that

reading is a process that involves visual abilities and cognitive abilities.

Both of these abilities are needed to provide letter symbols so that they can

be understood and become meaningful for the reader.

In his writing Speed Reading Responding to the Challenges of the

Information Age (1987), Soedarso, stated that with the current flow of

information, the demand for reading was be even greater. Even though the

time available was be increasingly limited. Because if at this time people

do not have proper reading skills then they were easily be swayed, even

run over by the flow of information. Ahmad Selamet Harjasujana (1988)

also alluded to the role of reading proficiency as a prerequisite for the

Indonesian people to realize their aspirations for independence. Reading

activity is also not just reading, but we have to use what we read with our

reading comprehension. Reading comprehension is a special kind of

11
 understanding by the reader actively constructing meaning internally from

interacting with the material being read (Alexander, 1977: 160).

Successful understanding involves the reader finding meaning in

order to achieve certain goals set for, or by, him. This might be finding

specific pieces of information, solving problems through reading, working

to understand an idea, or following a series of directions. According to

Smith and Johnson (1980) states that reading comprehension means

understanding, evaluating the use of information and obtained through

interaction between readers and writers. Reading comprehension means

understanding what has been or has been read.

2. Types of Reading

Anderson, et, al, (1984) are classified into three types, namely, oral

reading, silent reading, and efficient reading.

a. Oral Reading: In oral reading, a reader voices the printed words

one by one. Thus, a reader who does oral reading must have

good pronunciation; Oral reading is used when the reader

learns to combine words with meaning. Oral reading can be

divided into group reading and individual reading. Reading in

groups is done with the whole group reading aloud together

usually by imitating the teacher. This type intends to minimize

students' pronunciation and intonation one by one.

b. Silent Reading Silent reading: Does not mean a teacher reads

silently. A reader voices me in response to words but doesn't

12
 need to say every word. A reader, in silent reading, only says

the words in his mind. Thus, the main goal in silent reading is

to understand without referring to pronunciation, stress, or

intonation.

c. Efficient Reading: Reading includes intensive and extensive

reading. Intensive reading refers to the work done by students

in class. A student can do intensive reading when he or she is

studying for an exam. Students do extensive reading with the

goal not of memorizing details for an exam, but to get general

information and ideas as well. Efficient reading involves two

components:

1. Finishing work

2. Doing work in a short amount of time.

3. Kinds of Reading Techniques

3. Types of Reading Techniques

There are three commonly known reading techniques. Namely

scanning, skimming, and survey reading, (Postman, 1985):

a. Scanning: Scanning is closely related to skimming, but when

the reader scans, he already has a goal in mind, scanning means

looking for certain information. He suggests three steps when

the reader scans: Reads the question, remembers the keywords

from the question, and scans until the reader finds the answer to

the question. Stop and write down the answer to the question.

13
 b. Scanning Skimming: Skimming is used to get a general

impression of the material and not for a high level of

understanding. Skimming can be invaluable reading and

assistance when used correctly

c. Reading the Survey: Before reading we must analyze what we

want to analyze. We need to survey the material we were study

by looking at the schematics, outline of the book and looking at

the chapter titles in the book, quickly and accurately.

4. Reasons for Reading

According to Harmer (1991) there are four reasons for reading,

namely:

a. Reading in Language Learning: Reading is an exercise that is

dominated by the eyes and nature. Ayes receives messages and

the brain must figure out the significance of these messages.

b. Reading for a Purpose: In real life people generally read for

something because they want to and they have a more

fundamental purpose than engaging in some language learning

tasks it seems to be just asking about details on language.

c. Reading for Information: In most cases, reading for information

is relevant to the study of accurate readers, they read for

information to reduce their uncertainty.

14
 d. Reading for Pleasure: Reading for pleasure is done without

orders from others but according to the wishes and tastes of

each reader.

5. Paragraph Patterns

A paragraph is usually about a single topic, perhaps part of a larger

subject, but still a topic on its own. While a paragraph can include several

ideas about a topic, one idea was be more important than the others. That

is the main idea. More than any other skill, the key to good comprehension

is recognizing the main idea. The basic question you should ask about any

choice you read is, "what was the main point the author wanted to make?".

To answer such questions, it is often useful to first determine what topic is

being discussed (Arsyad, 2003).

Sometimes it is called the central idea or the controlling idea. The main

idea is usually stated in the topic sentence. This is often, but not

necessarily, the first sentence of a paragraph. Where the topic sentence is

placed depends on the type of pattern the writer chooses to develop the

paragraph. Five common paragraph patterns was be shown here, namely:

a. Paragraph Analysis: In this type of paragraph pattern, a topic is

analyzed. Topics are broken down into causes, effects, reasons,

methods, goals, or other categories that support the main idea.

This main idea can be presented as a general statement at the

beginning of the paragraph. This kind of deductive organization

moves from the general to the particular. Or the main idea can

15
 be presented as a general conclusion at the end of the

paragraph. This kind of inductive organization moves from the

particular to the general.

b. Paragraph Description: Type of paragraph pattern is the pattern

in which something is described. It may be a process

description, a step-by-step explanation of how something is

done.

c. Paragraph Comparison: The pattern of the third type of

paragraph is a number of things that are compared or

contrasted. Such paragraphs usually state the main idea-things

shown are similar or different-in the first sentence. Then the

idea is developed in subsequent sentences, often with

examples. The purpose of this paragraph is to distinguish

between an invention and an invention. Therefore, it is included

in the definition.

d. Analogy Paragraphs A: Type of paragraph pattern is a

paragraph pattern that is structured around an analogy for the

purpose of making a point clear. There may be no topic

sentence. But the main idea is clearly implied by the use of

analogy.

e. Definition Paragraph: In this type of fifth paragraph pattern, the

goal is to define, explain, or clarify the meaning of something.

Due to the nature of definition, it may involve analysis,

16
 comparison or contrast, description, or even analogy, (Arsyad,

2003).

6. Level of Processing

Reading comprehension involves two levels of processing, shallow

processing (low level) and deep processing (high level). Deep processing

involves semantic processing, which occurs when we encode the meaning

of a word and associate it with similar words. Superficial processing

involves structural and phonemic recognition, processing sentence and

word structures, and related sounds. This theory was first identified by

Fergus IM Craik and Robert S.Lockhart, (Cain and Oakhill, 2009).

B. Motivation

1. Definition of Motivation

Motivation is a hypothetical concept, because it is not directly

observable (Fox, 1993), what can be observed is the behavior afterwards.

In general, motivation is often defined as psychological conditions

(internal states) that cause, direct and maintain certain behaviors. The term

motivation itself comes from the Latin movere, which means "motion"

(Pintrich and Schunk, 1996). There are four approaches to motivation,

which are as follows (Woolfolk, 1998):

1) The Behavioral approach explains motivation through the

concepts of rewards and incentives. Rewards are attractive

objects or events that are obtained as a result of the occurrence

17
 of certain specific behaviors. For example, Erwin received

praise from his teacher and friends when he took the initiative

to clean the classroom. The praise was a reward for Erwin.

Reward is a positive reinforcement. Incentives are objects or

events that encourage a person to behave or avoid behaving in a

certain way. An incentive is the expectation or promise of a

reward. Reward itself is a tangible form of the promised

incentive, for example, the teacher's promise to give a B+ grade

is an incentive for Juita. The grade obtained by Juita itself is a

reward for her. If we are continually reinforced after certain

behaviors, we can develop or we tend to behave in a certain

way. We can develop or we tend to behave in certain ways.

For example, Anugrah is always rewarded and praised when

she plays the piano, but not for her long hours of studying

Math. This can encourage Anugrah to like playing the piano

more than studying Math. Giving grades, praise, prizes, or

punishment are attempts to motivate students to behave in

certain ways. The source comes from outside a person

(extrinsic motivation).

2) The Humanistic approach places emphasis on intrinsic

motivation, due to the need for self-actualization. Observers of

this approach believe that people are constantly desirous of

exploring their potential. In their view, motivating students

18
 means trying to understand and meet the sources of their needs,

such as their need to feel capable or competent, their need for

self-esteem, their need for independence, and self-actualization.

You may want to read some books because they are fun (you

have a need to understand the content) or you may want to read

some books because you have final exams coming up. The

former is classified as intrinsic motivation, while the latter is

classified as extrinsic motivation.

3) The Cognitive approach views motivation as intrinsic. They see

humans as active and curious beings, always seeking

information to solve personal problems. People work because

they enjoy working and because they want to understand

something. Cognitive theorists assume that people respond not

to external events or physical conditions (e.g., hunger), but

rather to how they interpret (attribute) a situation or condition.

Hunger does not immediately make a person look for food.

One could be hungry, but be so engrossed in finishing his

painting that he realizes he is hungry when he sees that lunch

time has passed.

4) Our behavior is determined by our thoughts, not the result or

consequence of our specific past behavior, not whether or not

rewards are obtained.

19
 5) The Social Learning approach explores motivation through the

previous two approaches. They bridge the concerns of

behaviorists and cognitive scholars, i.e. behaviorists' attention

to the effects or results of behavior, and cognitive scholars'

attention to the effects and beliefs and expectations of a person.

Social learning experts argue that motivation can be explained

by the theory of expectancy multiplied by value.

That is, motivation is the result of two main drives, namely one's

expectation of achieving a goal and the value of that goal to him or her.

The important questions here are, "If I try hard, can I succeed?" and "If I

succeed, was the outcome be valuable or rewarding to me?". If either

factor is 0, then there was be no motivation to achieve the goal. For

example, if Saf ira believes that she has a good chance of succeeding in the

university-wide speech competition (high expectation), and winning is

important to Saf ira (high value), then Saf ira's motivation to prepare for

the speech competition should be strong.

In the world of education, motivation that comes from within a person

(intrinsic) tends to give more positive results in the learning process and

achieve good achievement. However, this does not mean that exterinsic

motivation is not important. Both types of motivation play a role in the

learning process. Students are sometimes motivated to learn by both, for

example, they expect to satisfy their curiosity by studying hard, but they

also expect external rewards for their achievements. The debate about

20
 whether or not to award rankings or prizes in recognition of achievement

is still ongoing.

Self-confidence and Learning Motivation (Bandura, 1997): This

theory was developed by Albert Bandura and emphasizes the importance

of self-confidence in students' learning motivation. High self-confidence

was increasing students' motivation to try, persist, and overcome obstacles

in learning. Students who are confident in their abilities are more likely to

set ambitious goals, try hard, and sustain effort even when facing

difficulties.

2. The Indicator Of Motivation In Reading

1) According to Guthrie & Wigfield (2000) Cognitive engagement and

Value of reading:

a. Cognitive engagement: Cognitive engagement refers to the

active involvement of students in reading through critical

thinking, reflection, and making connections with prior

knowledge. When students are cognitively engaged in reading,

they employ higher-order thinking skills such as analyzing

information, establishing connections between different

concepts, and relating them to existing knowledge. By doing

so, they can gain a deeper understanding of the text they are

reading and develop improved critical thinking skills.

b. Value of reading: The value of reading pertains to students'

recognition of the importance and benefits of reading in

21
 acquiring knowledge, understanding, and personal

development. Students who understand the value of reading are

aware that it provides opportunities to access new information,

comprehend different perspectives, foster imagination and

creativity, and enhance communication and problem-solving

skills. They acknowledge that reading is not merely a routine

activity but a means for self-development and the advancement

of knowledge.

2) According to Paris and Turner (1994), the concepts of Reading Goals

and Sense of Control in reading can be described as follows:

a. Reading Goals: Reading goals refer to the specific objectives or

purposes that students establish for themselves when engaging

in reading. These goals can vary among students and may

include seeking information, enjoying stories, expanding their

knowledge, or achieving academic success. Having clear

reading goals helps students focus their attention, guide their

reading activities, and maintain their motivation throughout the

reading process. By setting meaningful and specific goals,

students are better able to direct their reading efforts and

monitor their progress.

b. Sense of control: In reading refers to students' perception of

having autonomy and agency over their reading experiences.

When students feel a sense of control, they believe that they

22
 have the ability to make decisions regarding their book choices,

reading strategies, and the completion of reading tasks. They

have the freedom to select texts that align with their interests,

utilize reading strategies that work best for them, and manage

their reading pace and schedule. This sense of control fosters a

positive reading experience and enhances students' motivation,

engagement, and ownership of their reading process.

C. Concept Map

Joseph Novak and Alberto Cañas are two well-known experts in the

development and use of concept maps as learning tools. According to

them, concept maps are visual representations that show hierarchical

relationships between interrelated concepts in a domain of knowledge"

(Novak & Cañas, 2008, p.)

Figure 2.1

concept maps that show the main features of concept maps. Concept maps tend to

be read progressively from top to bottom.

23
 Another characteristic of concept maps is that the concepts are

represented hierarchically with the most inclusive and most general

concepts at the top of the map and more specific and less general concepts

arranged hierarchically below them. The hierarchical structure for a

particular knowledge domain also depends on the context in which the

knowledge is applied or considered. Therefore, it is best to create a

concept map with reference to some particular question that we want to

answer, which we refer to as the focus question. A concept map can relate

to some situation or event that we are trying to understand through

organizing knowledge in the form of a concept map, thus providing a

context for the concept map.

Another important characteristic of concept maps is the inclusion of

crosslinks. These are relationships or links between concepts in different

segments or domains of the concept map. Cross-links help us see how a

concept in one domain of knowledge represented on the map is related to a

concept in another domain shown on the map. In the creation of new

knowledge, cross-links often represent a creative leap on the part of the

knowledge producer. There are two features of concept maps that are

important in facilitating creative thinking: the hierarchical structure

represented in a good map and the ability to search for and characterize

new cross-connections.

The last feature that can be added to a concept map is specific

examples of events or objects that help clarify the meaning of a given

24
 concept. Usually these are not included in the form of ovals or boxes, as

these are specific events or objects and do not represent the concept.

Concept maps were developed in 1972 in Novak's research program at

Cornell, where he sought to follow and understand changes in children's

knowledge of science (Novak & Musonda, 1991). During this study,

researchers interviewed many children, and they found it difficult to

identify specific changes in children's understanding of science concepts

by examining interview transcripts. The program is based on David

Ausubel's psychology of learning (1963; 1968; Ausubel et al., 1978). The

fundamental idea in Ausubel's cognitive psychology is that learning occurs

through the assimilation of new concepts and propositions into an existing

framework of concepts and propositions held by the learner. This structure

of knowledge possessed by the learner is also referred to as the individual's

cognitive structure. From the need to find a better way to represent

children's conceptual understanding came the idea to represent children's

knowledge in the form of concept maps. Thus a new tool was born that is

not only for use in research, but also for many other uses.

D. Group Investigation

Killen (1998) says that the group investigation is one of the

cooperative learning which focuses on the participation and activities of

students. Slavin (2008) states that group investigation is related to the

activities of collecting, analyzing, and synthesizing information in order to

solving a multi-task problem. The students can look for any information

25
from the inside or outside the classroom, such as: books, institution, or

society. Group Investigation is expected to help students think critically by

elaborating their ideas, opinion, and arguments to solve certain issues or

problems.

This kind of method is called group investigation it is such as an

organizational approach that allows a class to work actively and

collaboratively in small groups and enables students to take an active role

in determining their own learning goals and processes (Setiawan, H.,

2015). There are many ways to mobilize small groups to gather

information, obtain ideas, and solve problems as a team; this is an

excellent method to build active learning into any training program

(Silberman, Melvin L., 2005).

According to Sharan and Sharan (1992), Group Investigation

involves dividing students into small groups, where each group is

responsible for investigating a particular aspect or topic related to the

subject matter. Each group undertakes the following stages:

1. Planning: The group discusses and plans the steps to be taken

to gather the necessary information or data. They may

determine individual tasks to be performed by group members.

2. Data Collection: Each group member is responsible for

gathering information through reading books, searching online

resources, or making observations. They can also share the

knowledge and resources they find.

26
 3. Collaboration: Group members share their research results,

exchange information, and assist each other in understanding

and interpreting the data that has been collected. They can

engage in discussions and joint problem-solving to achieve a

deeper understanding of the topic studied.

4. Presentation: Each group presents their findings and research

results to the whole class. They can use various presentation

methods such as written reports, posters, oral presentations, or

other media.

5. The advantage of Group Investigation is that students are

actively involved in the learning process. They learn through

exploration, collaborate with group members, and hone their

social, communication and critical thinking skills. This method

also encourages students' intrinsic motivation as they have

control and responsibility for their own learning.

The advantage of Group Investigation is that students are actively

involved in the learning process. They learn through exploration,

collaborate with group members, and hone their social, communication

and critical thinking skills. This method also encourages students' intrinsic

motivation as they have control and responsibility for their own learning.

E. Previous Studies

The first previous study, conducted by Panatda Sirriphanich, aimed

to improve reading comprehension through the use of mind mapping. The

27
study involved 35 first-year students at Songkhla Rajabhat University who

were enrolled in "English for communication and reading skills." The

research utilized a one-group pre-posttest experimental design and found

that mind mapping significantly improved students' English reading

comprehension. The post-test mean scores were higher than the pre-test

mean scores at a significance level of 0.05. Additionally, the majority of

students expressed satisfaction with their reading comprehension ability

and enjoyed working in groups. They also agreed that mind mapping was a

useful technique that could be applied to non-English subjects. While there

were differences in terms of research location, population and sample,

method, and design compared to the writer's study, both studies shared the

use of mind mapping to assess reading comprehension effectiveness.

The second related study, conducted by Ika Yuli Astuti,

investigated the effectiveness of mind map technique in learning reading

comprehension of narrative text. It was an experimental study conducted

with second-year students at SMPN 13 Kota Tangerang Selatan using a

non-equivalent control group design. The researcher employed

observations, interviews, and tests to gather data, which was later analyzed

using t-tests. The results indicated that mind mapping was effective in

teaching and learning narrative text, as evidenced by the higher t-test value

compared to the critical t-test value (to > tt = 6.43 > 2.68). Although there

were similarities such as the use of mind mapping as a technique, tests as

an instrument, and selecting narrative text as the material, there were

28
differences in terms of research location, sampling technique, and data

collection techniques.

The last related study by Ana Amalia focused on teaching reading

comprehension through mind mapping among eleventh-grade students at

SMA N 2 Demak. It was a pre-experimental study that employed random

sampling to select the participants. Data collection was solely conducted

through tests. The results showed that using mind mapping in teaching

reading comprehension effectively improved students' reading

comprehension achievement. This was evident from the comparison of

pre-test and post-test scores, with the average pre-test score being 12.6 and

the average post-test score being 21.7. The study shared similarities with

the writer's study in terms of studying mind mapping as a technique and

using tests as an instrument. However, there were differences in research

location, sampling technique, and research design.

Overall, these studies highlight the effectiveness of mind mapping

in improving reading comprehension, although they differ in various

aspects such as research location, sample, method, and design.

Here is the table summarizing the comparison between the three

previous studies:

Study Sirriphanich Astuti (201x) Amalia

(200x) (2008/2009)

Research Improving reading Assessing the Enhancing

Objective comprehension effectiveness of reading
through mind mind map comprehension

29
 mapping technique in achievement
reading through mind
comprehension mapping
Research One group pre- Quasi- Quasi-
post-test experimental experimental
Design experimental with non- with non-
research design equivalent equivalent
control group control group
design design
Population/ 35 first-year Second-year Eleventh-grade
students at students at SMPN students at
Sample Songkhla Rajabhat 13 Kota SMA N 2
University Tangerang Demak
Selatan
Data Pre-test, post-test, Tests, Tests
Collection retrospective observations,
Method interviews interviews
Material "English for Narrative texts Reading
communication and Comprehension
reading skills"
Finding Improved reading Effectiveness of Enhanced
comprehension mind map reading
with higher post- technique in comprehension
test scores teaching narrative achievement
compared to pre- text based on pre-
test test and post-
test scores
Similarities Use of mind Use of mind map Use of mind
mapping as a as a technique mapping for
technique improving
reading
comprehension
Differences Variation in Variation in Variation in
research location, research location, research
method, and design sampling location,
technique, and research
data collection design, and
methods data collection
method

30
Table 2.1 summarizing the comparison between the three previous studies:
F. Hypotheses

In line with the question of the study, the writer formulates two

hypotheses that be tested by “t” test. According to Creswell, there are two

kinds of hypothesis which have to be made before the researchers do their

experimental research. Hypotheses are formulated to draw a connection

between two variables.The two hypotheses are null hypothesis (Ho) and

alternative hypothesis (Ha) that described as follows:

1. The Null Hypothesis (Ho) This hypothesis states that there is

no difference mean between the two groups as population. If

the null hypothesis is false, it means that there is a high

probability effectiveness of map mapping technique. The writer

formulates the null hypothesis (Ho) as follow: “Using Reading

Concept Map Group Investigation (REMAPG) Is Not Effective

Improve Students‟ Motivation In Reading Activites”

2. The Alternative Hypothesis (Ha) This hypothesis is the null

hypothesis opposite. It is examined statistically. The writer uses

this hypothesis as follows: “Using Reading Concept Map

Group Investigation (REMAPG) Is Effective Improve

Students‟ Motivation In Reading Activities.

31
 CHAPTER III

RESEARCH METHOD

A. Research Design

This research aims to improve students' reading activities.

Therefore, it falls under the category of classroom action research (CAR),

which is a systematic inquiry with the goal of informing practice in a

particular situation. According to Burn (1999:2), "Action research is

carried out by teachers within their classroom context." Teachers identify a

problem or an area they wish to improve and, based on theory, experience,

or a hypothesis, they devise an intervention. Furthermore, Sing (2007:261)

states that "Action research is a method of improving and modifying the

working system in the classroom and school."

The action research project does not contribute to found knowledge

but to improve and modify the current practice. It means that classroom

action research is a way to discover what works best in their classroom

situation, thus allowing informed decision about teaching. The teachers

tries to improve the students” achievement base on the treatment they give

that relates to the students” problem in learning This research would gather

qualitative and quantitative data. Qualitative data is data that can be

measured numerically, things that could be measured precisely.

Quantitative data would be obtained by a test. The quantitative data would

be analyzed to know students” performance against specified criteria.

Qualitative data is any information that can be captured that is not

32
numerical in research. In this research, qualitative data was be obtained by

using interview. According to Singh (2007:123), quantitative data is a

numerical record that results from a process of measurement and on which

basic mathematical by arithmetic operations can be done. Qualitative data

describes and explains the characteristics, perspectives, attitudes, and

subjective interpretations of participants or the researched context. This

type of data is often collected through observations, interviews, document

analysis, or field notes.

According to Kemmis and McTaggart (1999:7), classroom action

research typically involves four broad phases in a cycle of research. They

state that classroom action research consists of four fundamental steps and

a spiraling process as follows:

1. Planning: Identify a problem or issue and develop a plan action

in order to bring about improvements in a specific area of the

research context.

2. Action: The second step of the observation is acting as an

implementation of the plan, it implements of the treatment in

the classroom.

3. Observation: This phase involves observing systematically the

effects of the action and documenting the context, actions and

opinions of those involved.

4. Reflections: Reflects on evaluates and describe the effects of

the action in order to make sense of what has happened and to

33
 understand the issue which have explored more clearly. The

relationship between the four components above showed a

cycle. This cycle is one of the characteristic of classroom action

research, that classroom action research should be implemented

in the forms of cycle, not only one intervention. This model of

action research has often been illustrated the diagram below:

Cycle action research model base on Kemmis and McTaggart in

Burns (1999:3)

Figure 3.1

This researcher was using two cycles because the researcher does not

know the result of cycle one, so that was be cycle two. If cycle one is

successful, the researcher was stopping the research. However, if cycle one

fails, the researcher was continuing into cycle two. In every cycle, there

was be four steps (planning, acting, observing, and reflecting) which

34
 cannot be separated from each other. These steps were be the activities that

the teacher applies in the teaching and learning process.

B. Setting of the Research

This research was be conducted with first-grade students of MAN 1

Mataram in the academic year 2022/2023.

1. Place of the Research: This research was conducted at MAN 1

Mataram, specifically with the first-grade students. The school is

located in Mataram.

2. Time of the Research: This research was carried out during the first

semester of the tenth grade in the academic year 2022/2023. The

research was span approximately one month.

C. Subject of the Research

1. Subject The subject of this research was 30 students, consisting of 15

males and 15 females from Class X B-LING at MAN 1 Mataram in the

academic year 2022/2023.

2. The objective of this research was to use reading concept map group

investigation to improve motivations in reading activities.

D. Instruments of the Study

1. Questionnaire on Student Motivation

The instrument used in this research is a questionnaire. The

questionnaire is employed as a data collection tool from respondents

(students) with the aim of measuring students' motivation in reading

35
activities after implementing the Reading Concept Map Group

Investigation method.

The questionnaire is designed with relevant and specific questions

pertaining to the variable under investigation, which is students'

motivation in reading activities after using the Reading Concept Map

Group Investigation method. The questions in the questionnaire

encompass aspects such as the level of students' motivation before and

after using the method, the effectiveness of the method in enhancing

students' motivation, students' experiences in comprehending and

connecting information from reading materials, their self-confidence, as

well as their enthusiasm and eagerness in reading activities.

2. The Group Investigation Observation

Instrument is used in this research to obtain qualitative and in-depth

data on student interactions and behaviors in the context of reading

instruction. Through direct observation of student groups engaging in

concept mapping investigations, researchers can observe group

collaboration, active participation, and student engagement in reading

activities. This observation provides advantages in gathering information

on non-verbal factors, such as facial expressions and body language,

which offer additional insights into student involvement and motivation

levels.

Additionally, by conducting pre- and post-intervention observations,

researchers can identify changes in student behaviors resulting from the

36
concept mapping and group investigation intervention. This provides

strong evidence of the effectiveness of the methods used in the study. By

utilizing the Group Investigation Observation instrument, this research

aims to generate a comprehensive analysis of how the investigated

methods influence student motivation in reading.

3. Reading comprehension test

Reading test is the test used to find out the reading scores. The test

would be given based on the indicators of reading, and the researcher

would give this test in the pre-test and post-test. But, before the researcher

gives the reading test, the researcher would try out the instrument and

conduct a reliability test to indicate how difficult the instrument that the

researcher would use to test the students. The standard percentage of the

readability test based on the Flesh-Kincaid readability formula is supposed

to be 70.

The Formula of Flesh-Kincaid Readability Text

Score = 206.835-(1.015 X ASL) – (84.6 X ASW)

Where:

Score = Position on scale of 0 (difficult) to 100 (easy), with 30 = very

difficult and 70 = suitable for adults audiences

ASL =Average sentence length (the number of words divided by the

number of sentence)

ASW = Average number of syllables to word (the number of syllables

divided by the number of words)

37
In the Art of readable reading, Flesh (1949, p. 149), describe his reading

Ease scale in this way.

Table 3.1
Flesch’s Reading Ease
Reading Style Estimated Percentage
Ease Description Reading of U.S
Score Grade Adult
(1949)
0 to 30: Very College 4.5
Difficult
30 to 40: Difficult Graduate 33
50 to 60: Fairly 13th to 16th 54
Difficult grade
60 to 70 Standard 10th to 12th 83
grade
70 to 80 Fairly Easy 8th to 9th 88
grade
80 to 90 Easy 7th grade 91
90 to 100 Very Easy 5th to 6th 93
grade

Flesch‟s reading Ease score.

In the book "The Art of Readable Writing," Flesch (1949, p. 149)

describes his Reading Ease scale. Flesch's Reading Ease formula has

become the most widely used formula and has been extensively tested and

proven reliable (Chall 1958, Klare 1958), (Wasiam 2004: 21). This means

that the readability level of the instrument used by the researcher was be

easy to read. Therefore, the researcher was concluded that the instrument

used was be easily understood by the students or, in other words, was be

readable.

38
E. Technique of Data Collection

The data collection methods that were be used in this research was

consist of observation, interviews, questionnaires, and test. These methods

have been chosen due to their relevance to the research objective, which

aims to analyze the impact of using reading concept map group

investigation on motivation in reading activities:

1. Interviews

Interviews are conducted with the group members involved in

the reading investigation using the concept map. The purpose of

the interviews is to gain direct insights into their experiences

with using the concept map, changes in their motivation, their

perceptions of using the concept map, and the positive impacts

perceived in their reading activities. These interviews provide

an in-depth understanding of the influence of using the concept

map in enhancing group motivation in reading activities.

2. Questionnaires

Questionnaires are used to collect data on the level of

motivation before and after the group's use of the concept map

in the reading investigation. The questionnaires are designed

with items related to changes in attitudes and interest in

reading, the group's perception of using the concept map, and

their views on the effectiveness of this method in improving

motivation in reading activities. The questionnaires allow for

39
 data collection from multiple respondents within a relatively

short time, with consistently measured items facilitating

systematic data analysis.

3. Reading test

The reading test plays a vital role in data collection by assessing

participants' comprehension and critical thinking skills. It

provides valuable feedback on learning progress, identifies

strengths and weaknesses, and measures the effectiveness of

teaching methods or curricula. In research and education, it

serves as a quantitative tool for evaluating knowledge and

analytical abilities.

F. Procedures of The Research

This research was be designed in the form of classroom action

research which was include a number of research cycles. In each cycle,

four activities were be involved. The first activity was be the pre-test

which was be conducted before explaining the materials. The second

activity was involve explaining the materials. The third activity was be the

post-test. The fourth activity was consisting of a reflective interview with

the teacher and students about the lesson processes and outcomes. The

cycle was consisting of four steps: planning the action, observing the

action, and reflecting on the results of the observation:

40
a. Planning: In this stage, various activities was be undertaken to

ensure effective planning. These activities were include

designing a lesson plan, which involves designing a syllabus,

creating a detailed lesson plan, and preparing the necessary

teaching instruments and materials. Additionally, preparations

were be made for the students' pre-test.

b. Action: At this stage, the researcher was begin implementing

the teaching scenario as planned. The following activities was

be carried out: conducting the pre-test, engaging in pre-test

activities such as apperceptions (greeting or opening) and

providing motivation by explaining the indicators or the target

of the learning process, and conducting the main teaching

activities. These activities was include introducing the material

to be taught, explaining the material, introducing the concept of

concept maps to students, explaining the steps of the group

investigation to be carried out, and engaging students in

concept map group investigation to improve reading. The

teacher was also encouraging students to break down the whole

activity into smaller components.

c. Reflection: This section was be carried out after the researcher

has completed the action. The purpose is to reflect on the

problems observed during the learning process. The researcher

was interpreting the results of the teaching and determine

41
 whether there has been success in improving the students'

motivation in reading activities. If the students still face

challenges and the target has not been reached, the researcher

was preparing for the next cycle until the learning target is

achieved. Depending on the results of the first cycle, the

researcher may terminate the research if the results are positive

(improved motivation in reading activities). However, if the

results are negative, the researcher was proceeding with the

second cycle.

G. Technique of Data Analysis

1. Quantitative Data

Quantitative data are used to analyze the scores or data obtained

from the tests statistically. In this step, the researcher was determining

the students' reading skills through both pre-test and post-test. Both

sets of data were be compared to assess the students' scores before and

after the implementation of the concept map group investigation to

improve motivation in reading activities. This was enabling the

researcher to measure the success of the concept map group

investigation in enhancing students' motivation in reading activities.

In analyzing the data, the researcher aims to obtain the average

reading scores of the students per action cycle. The students' mean

score can be expressed using the following formula:

Calculate the students' mean score using the following formula:

42
 M = The mean score of the students

∑X = The sum of individual scores

N = The number of students

(Sugiyono, 2017: 49)

After analyzing the average post-test results of the students using

the aforementioned formula, the researcher was calculating the

percentage of students who achieve the mastery level criterion of

KKM 70 (seventy) by using the formula: P = f/f X 100%.

Where:

P = Class percentage

F = Total percentage

N = Total of students

(Sugiyono, 2010: 49)

2. Qualitative Data

The qualitative data is description on the process of teaching and

learning using reading concept map group to improve students‟ motivation

in reading activities.

While the qualitative data were analyzed using five steps data analysis

suggested by Burn (1999:157), listed as follows:

a. Assembling the data

In this stage, the researcher was gathering all the data collected

over the period of the research. The data was be collected

through interviews and tests. Once the data has been collected,

43
 it was be scanned to identify possible patterns that show up in

order to begin the process of more detailed analysis.

b. Coding the data

After the data has been assembled, the data was be categorized

into more manageable categories. The categories were be

developed to identify patterns more specifically, making the

process of coding the data relatively easier.

c. Comparing the data

Once the data has been categorized into more specific groups,

the data was be compared to see the differences or similarities

between them. Comparisons was be done to see whether

patterns are repeated or developed across different data

collection techniques.

d. Building interpretation

This step goes beyond assembling, categorizing, and coding the

data. It requires the researcher to engage in creative thinking to

make sense of the meaning of the data. The researcher was

processing the data to create interpretations that lead to the

results.

e. Reporting the outcome

In the final process, the researcher was reporting the outcomes

or results of the research, concluded from data analysis. The

researcher was present the data of the research with some

44
considerations. First, the report was point out the major

processes of the research. Next, the findings and the results of

the research was be supported with examples from the data.

45
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher describes Group Investigation Mapping

Activities to Improve Students' Reading Comprehension in the First Year of MAN

1 Mataram and also discusses the action research improvement, interview data,

and reflection on the subject and data presentation.

A. Research Findings

A.1 Preliminary Study

The researcher chose MAN 1 Mataram as the subject of the research.

This research was done by the implementation Using Reading Concept MAP

Group Investigation to Improve Students‟ Motivation In Reading Activities at

X.B-LING grade of MAN 1 Mataram in the academic year of 2023/2024. This

research was apllied quantitative and qualitative data. The quantitative data was

taken from reading test. The improvement of the students‟ score was recorded

by giving them the test before and after the implementation of Concept MAP

Group Investigation in teaching and learning process. The qualitative data was

taken by observation sheet. The researcher contributes observation sheet to

measure the level of students‟ activities during teaching and learning process.

The observation sheet was focused on the situation of teaching and learning

process by the implementation of Concept MAP Group Investigation.

46
 Several steps that consisted of a preliminary classroom observation, a

pre-test on reading report text as supported data were done before the research

began to collect information concerning the problems in reading report text.

a. The Result of Preliminary Classroom Observation

In the research the preliminary classroom observation was

conducted on Saturday, 17th July 2021. The researcher prepared

observation sheets to recorded to gain the information of the

teaching and learning process which focused on teacher‟s activities

and student‟s activities. It was revealed that before this action

research was conducted, the grade X. B-LING students of MAN 1

Mataram remained having difficulties in writing Report texts. They

lacked of vocabulary and insufficient grammatical skills. Teachers

tend to give direct assigments without guiding students from

simple assignment until they are able to write their own. Before the

writing assignment, the teacher gives a reading in the form of a

report text, asks students to answer questions, after finishing

answering questions students to answer questions, after finishing

answering questions students are asked to write a report text with a

certain theme as they have learned ini the previous reading. As a

result, students are asked to write a report text with a certain theme

as they have learned in the previous reading. As a result, students

are not able to do the task well. They don‟t know what to write.

Often within one hour of class they are only able to write one or

47
 maximum of three sentences and even then, the content is still

unacceptable. When the teacher went around looking at the

students work, it was seen that students had not succeeded in

writing anything in a long time. Also, teachers often focus on the

grammar‟s formula rather than its implementation in real settings.

Students‟ attentions and response and motivation was less.

b. The Result of the Pre- Test

The pre-test was done before the classroom action research. It was

conducted on Saturday, 17th July 2021. Students were asked to

write a short and simple report text entitled “cat”. The data showed

that the mean score of pre-tests the Minimum Mastery Criterion

(KKM- Kriteria Ketuntasan Minimal) meanwhile the other 21

students were under the criterion. The lowest achievement gained

score. By the analysis of the result, it could be seen that almost of

the student‟s ability in writing report text was under the

expectation.

A.2 Report Cycle I

In this cycle, the researcher conducted four steps: planning, action,

observation, and reflection. There are two kinds of data analyzed that

researcher describe, they are qualitative data and quantitative data. The

qualitative data was analyzed from diary notes, interview sheet and observation

sheet. The quantitative data was taken from mean of the students‟ score in

taking test.

48
A.2.1 Qualitative Data

In this research, the mind mapping technique was implemented to

enhance students' reading comprehension in the X-B LING class at MAN

1 Mataram. The study was conducted on October 10, 16, and 17, 2023. A

single cycle was carried out with four stages: planning, action,

observation, and reflection.

1) Implementation of the Mind Mapping Technique in Cycle I

The actions in Cycle I were carried out in two sessions on

October 10 and October 16, 2023. Based on the data collected

through observations and interviews conducted by the researcher,

the implementation of the mind mapping technique involved three

stages: 1) the application of mind mapping in reading classes to

facilitate text comprehension, 2) the utilization of engaging

reading tasks, and 3) the organization of group work to encourage

discussion and the sharing of opinions by students. Before the

mind mapping technique was initiated, several activities were

performed by the researcher, including the greeting of students, the

leading of a prayer before the commencement of the learning

process, the checking of attendance, and ensuring the cleanliness

of the classroom.

The students in the X-B LING class at MAN 1 Mataram were

taught using the mind mapping technique to enhance their English

reading comprehension skills. In the main activity, the plan for

49
implementing the mind mapping technique in the teaching and

learning process was executed over two sessions.

a) The application of mind mapping in reading classes to facilitate

text comprehension

The utilization of mind mapping in reading classes

facilitated text comprehension for the students. In the first

cycle, the mind mapping technique was introduced by the

researcher and incorporated into the teaching and learning

process of reading. Mind mapping was applied to help students

understand reading texts more easily and enhance their reading

comprehension skills.

In the subsequent activity, the students were instructed by

the researcher to create mind maps for each reading task. For

the first cycle, the concept of mind mapping and its application

in texts were introduced by the researcher. The students were

informed about mind mapping, and examples and exercises

were conducted jointly. The following events were observed

during this process:

R: Have you ever heard of mind mapping in a reading

class?

SS: Not yet, Miss.

S1: Is it like a concept map, Miss?

R: That's correct. Do you know it?

50
 S2: No, I don't. I've only translated it.

R: All right.

R: Have you ever used mind mapping before?

SS: Not yet, Miss.

Based on the interview results, it was found that the

students had not previously used the mind mapping technique

in their English learning. Consequently, they appeared highly

enthusiastic. Furthermore, examples of mind mapping sheets

were distributed to each student by the researcher. After all

students received their copies, questions were asked by the

researcher about the elements that could be found in mind

mapping. The students' understanding of the components of

mind mapping was emphasized, and the mind mapping

procedure was then explained by the researcher.

b) Utilizing Engaging Reading Tasks

The use of engaging reading tasks has proven to be highly

effective in enabling students to answer questions effectively.

However, providing engaging reading tasks alone without

combining them with captivating techniques was not ensure

that the teaching and learning process of reading

comprehension runs smoothly.

The researcher implemented engaging reading tasks to

support the use of mind mapping in the teaching and learning

51
 process. Different topics and text types were used in each

session. In this cycle, the researcher utilized a variety of

narrative texts with diverse titles to enhance students'

motivation and prevent boredom in reading, thus keeping them

engaged. Students read the texts, created mind maps, and then

answered questions. Written assignments were used as

assessment tools.

In the first session, the researcher provided a variety of

narrative texts for the pre-test. The subsequent session involved

the topic for the day, and the researcher distributed copies of

the texts to all students. Subsequently, the researcher instructed

the students to read and discuss the text, creating mind maps

based on the text provided. The researcher supervised the

students' work and guided them in this process. The following

activity included discussions among students regarding

language features, generic structures, main ideas, and topic

sentences in the diverse narrative texts.

c) Creating Group Investigations for Discussion and Student

Opinion Sharing

Forming investigation groups has proven to be effective. It

helps students find solutions in understanding the text. The

researcher utilizes this activity to facilitate students in creating

mind maps. Students learn better when they are actively

52
 engaged in the learning process. Students working in small

groups tend to learn more than what is taught and have better

retention of the material. Students who work in collaborative

groups also appear more satisfied with their lessons. This is

done to enable them to help each other in creating mind maps.

When students don't know how to create mind maps, they can

also ask their friends when they encounter difficulties in

creating mind maps. This is evident from the interview results

with the students below:

R: Do you like working in groups?

S: Yes, I do. Because I can ask my friends if I don't know

keywords or encounter difficult words.

In this case, the researcher and the English teacher agree

that groups are formed based on their seating positions because

they believe it makes it easier for the researcher to organize the

groups. Additionally, it does not waste time. In addition to the

prepared materials, the researcher also plans the teaching

stages to teach English using mind mapping.

2) Problems Faced by the Researcher after Implementing Mind

Mapping Technique

53
 After implementing the mind mapping technique to enhance

students' reading comprehension of narrative texts in Cycle I, the

researcher encountered several issues:

a) Students' Difficulty in Comprehending Text

During the teaching and learning process, the researcher

observed that students found it challenging to comprehend the

text, leading to difficulties in extracting information from the

text.

b) Limited Vocabulary of Students

In the teaching and learning process, the researcher also noticed

that students struggled to translate text, particularly in narrative

texts, due to their limited vocabulary.

c) Classroom Management

The researcher faced challenges in managing the class,

especially given the limited time and class conditions. The

researcher felt that students required more effort to master the

material and understand the key points of the content.

d) Monotony in Teaching Methods and Delivery Techniques

Students became disinterested when the teaching methods and

delivery techniques became monotonous, resulting in a loss of

interest in the learning process.

Therefore, after implementing the mind mapping technique, the

researcher encountered issues related to students' text

54
 comprehension, limited vocabulary, classroom management, and

monotonous teaching methods. These issues need to be addressed

for a more effective learning process.

A.2.2 Quantitative Data

The quantitative data were taken from the results of the test given to the

students. The test given must relevant to the topic taught and discussed in the

classroom.

According to the Standard Minimum Score Kriteria Ketuntasan

Minimum (KKM) for English subject in the school was 75. The researcher

used the following formula of mean by M. Toha Anggoro.

Where:

M: the mean obtained

∑x: the sum of the students „value

N: the number of subjects

And to know the class percentage, the writer used the formula:

P: the class percentage

F: total percentage score

N: number of students

After creating mind mapping, the researcher gave students written tasks

as the production tasks. The researcher took the score as the assessment. In the

55
post test I, the students score got increasing and students had given the reaction

to pay more attention to the teacher and asked the material they did not know.

Based on the result of the post-test I, the data showed that the total score

of the students was 2240, and the mean score of the class increased to 74,6

which there were 16 students or 53,3 % of the students who passed the

Minimum Mastery Criterion or KKM 75. It is indicated that students‟

achievement in reading comprehension text was higher than pre-cycle test. It

means that the students‟ ability in reading comprehension improves but it was

not significantly. This data can be seen in the appendix XIII the percentage of

Students‟ Reading Comprehension.

A.2.3 Reflection

After conducting three actions in first cycle, the researcher did some

reflection. It was done based on observation and interview in the teaching and

learning process. The implementation of Mind mapping technique in cycle I

was not run without many obstructions. Therefore, the researcher reflected on

the implementation of the action.

The collaborator and the researcher analyzed the data from diary notes

the observation and the interviews to evaluate the action, and find out what

worked and what did not work in action. All individuals were equally free to

give their voices, feelings and expectations related to the implemented actions.

The most frequently asked question was about vocabulary. The students

sometimes feel doubtful to ask the researcher question regarding their works

while doing the task. To make sure that the students got the necessary

56
assistance while doing classroom activity, the researcher walked around the

class while they working.

The quantitative data on the results of the students in the end of cycle I

showed that the students had some improvements, compared to the results on

pre-cycle test although not all of them were passed the test. However, the

process of the implementation of actions needed to be evaluated as well as to

see which actions were effective on the improvements and which ones were

not. Based on the problems faced by the researcher in cycle I, the researcher

tries to find the solution to solve the problems to apply in cycle II as follows:

1. The teacher must use the variation of teaching methods or

technique in learning process so the students feel happy and

interested to study English

2. The teacher asked the students to memorize vocabularies every

day and bring the dictionary.

3. The teacher gave some advice and motivation to the students

4. The teacher must be creative to mastered and managed the class so

that the learning process run well without any obstructions.

A.3. Reports Of Cycle II

The three actions done in the first cycle were quite successful in

improving students‟ reading comprehension ability through mind mapping

such as the students‟ attitude toward reading in the teaching and learning

process. But the students still had difficulties in identifying the text type and in

57
term of vocabulary to understand an English text. So, the researcher would still

implement mind mapping in cycle II.

The purpose of cycle II is giving solution to the weakness of cycle I.

The focus of the action in cycle II which were planned by the collaborators

and her were still the same as those in cycle I. So, the researcher would

still implement mind mapping in cycle II. There are two kinds of data

analyzed that researcher describe, they are qualitative data and quantitative

data. The qualitative data was analyzed from diary notes, interview sheet

and observation sheet. The quantitative data was taken from mean of the

students‟ score in taking test.

The findings of the researcher regarding the implementation of the

mind mapping technique to enhance the reading comprehension of grade

X-BLING students at MAN 1 MATARAM can be summarized as follows:

a. The Implementation of Mind Mapping Technique in Cycle II

The actions in Cycle II were conducted in two meetings on October

16 and October 17, 2023. During this cycle, the researcher took on the

role of the teacher, while the English teacher acted as a collaborator,

observing the learning process from the back of the classroom.

Focus on Mind Mapping Technique: The primary focus of Cycle II

was to implement the mind mapping technique and its principles. This

technique was used as a method to enhance students' reading

comprehension.

58
 Action Planning: In response to the issues identified in Cycle I, the

researcher and the English teacher collaboratively planned actions for

Cycle II. These actions included:

1) Using the mind mapping technique in reading lessons.

2) Forming groups for investigation and mind map creation.

3) Using images to support the reading materials.

4) Discussing the language features of the texts.

5) Reviewing and reinforcing understanding of mind mapping,

its functions, and how to create it.

6) Requesting students to create simple mind maps with

themes provided to each group.

Positive Student Responses: Students responded positively to the

implementation of the mind mapping technique. They expressed their

interest in using mind maps because the technique helped them better

understand the reading materials. They found that this approach made it

easier for them to comprehend the texts, as demonstrated by

improvements in their ability to answer questions related to the reading

materials.

The positive responses from the students indicate that the

implementation of the mind mapping technique is effective in

enhancing their reading comprehension abilities. This approach not

only engages the students but also contributes to their improved

59
understanding of the texts and their ability to respond to questions

related to the content.

In this cycle there are three stages to implementing mind mapping

technique, they are: 1) using mind mapping, 2) using picture to support

the reading materials, 3) discussing the language features of the texts.

Before the researcher started to implement mind mapping technique,

there were some activities which were done by the researcher, they

were: a) the researcher greeting the students by saying

“Assalamualaikum Wr. Wb and Good morning/afternoon my students”.

After that, instructing to praying before start the learning process,

checking the student‟s attendance list, checking the cleanness of the

classroom, remind them to memorize vocabularies and bring dictionary,

and giving motivation and advices to them.

The researcher teaches the students using mind mapping technique

to have good ability in learning English especially in reading

comprehension. In the main activity, the plan of the implementation of

mind mapping technique in the teaching and learning process was

conducted in two meeting.

1) Using mind mapping

Using mind mapping in the class was still effective in the

teaching and learning process and the students had a good

perception about mind mapping. It was indicated in the

interview below.

60
R : Okay my students, may I know your perception about the
implementation of mind mapping in reading?

S1 : To make a picture is difficult but it can help and interest Miss.

S2 : I think the use of mind mapping was good so it is easy to

comprehend the text and then my vocabulary is increase.

In this cycle, the students created mind mapping which was

done individually. The researcher aimed to hold a short

training in creating mind mapping and developing ideas based

on their own mind mapping. It was found that creating mind

mapping took a long time. Dealing with this problem, the

researcher planned to review and re-emphasize the nature of

mind mapping in case of its function and how to create it.

Time limit in creating mind mapping was given in order to

avoid wasting time. The researcher also asked advantages and

disadvantages to the students. It was shown from the interview

between the researcher and the students below.

R : What do you think about the advantages and disadvantages of mind

mapping?
S9 : The result of mind mapping is good Miss, but sometimes we are still
difficult to search the inspiration. It is so long Miss.

The statement above was also supported by the students‟

opinion It was indicated in interview below.

61
R : What do you think about the advantages and disadvantages of mind
mapping?
S10 : Miss, Miss I think mind mapping is very good enough. It takes long
time but I feel fun.

In this cycle, the researcher gave a different topic in every

meeting to avoid students‟ boredom in reading. The topics

which were given by the researcher in the second cycle entitled

“Didn‟t Want to Walk Alone”. The researcher set the time

limit and then the researcher distributed blank papers for

creating mind mapping to the students and the researcher

instructed to make a simple mind mapping that did not take a

long time to create.

The researcher moved around the class to check the students‟

work. Some students sketched their mind mapping first by

using pencils. Nevertheless, almost of them jotted down their

ideas directly by using color pencil, crayon, etc. the students

colored their mind mapping in simple way. Some students did

not color their mind map because of their own consideration.

2) Using picture to support the reading materials

Using picture in combination of materials was successful in

cycle two. The students were very active in answering the

researchers‟ question when they were given pre-question

62
 related to the pictures, the students‟ knowledge and experiences

and the types and contents of the texts. These could be seen in

the interview transcript below.

R : how is about the student‟s reading comprehension after

implemented mind mapping technique mom?

ET : I think they have understood the text. it showed by improving their

score.

The researcher gave some questions related to the students‟

knowledge and experiences, the pictures, and the title of texts.

After getting the texts, the students had to observe the picture.

Then, the researcher asked them about the pictures and asked the

students to predict about the words that would be met in the

texts and the types of the texts. The students were not allowed

read the texts. The researcher guided the students to answer this

question. Meanwhile, the students were expected to find the

general information and specific information the while reading

phase. While the students were reading the text, the researcher

asked them to predict the meanings of unfamiliar words in the

texts. In doing the task, they were allowed to look at the

dictionary.

The students answered the researcher‟s question actively when

they were given question related to the pictures, about the

students‟ knowledge and experiences, the types, and contents of

63
 the texts. The researcher gave leading question if the students

found difficulty in answering question. The statement above was

supported in vignette of the diary note below.

b) The Problems Faced by the Researcher after the

Implementation of Mind Mapping in Cycle II

After the researcher implementing mind mapping technique to

improve students‟ reading comprehension in spoof text in cycle II. The

researcher found that there was problem such as:

1. The students have less vocabulary

In the teaching learning process, the researcher found that some

students still difficult to translate of the text type especially in

spoof text although they allowed to bring dictionary. It can be

proven when the students read the text about “the old man

smiled, closed one eye and said, “I didn‟t quite lose my way. I

just got tired and I didn‟t want to walk home”. So, the researcher

becomes translator for the students sentence by sentence.

But this problem is only found by those who do not carry a

dictionary, there are about 6 out of 30 who don‟t carry a

dictionary, so they have difficulty finding the vocabulary that

they want to read. So, the researcher think that told them to

bring dictionary is one of the solutions to solve less vocabulary

problems.

64
A.3.2. Quantitative Data

The quantitative data were taken from the results of the test given to

the students. The test given must relevant to the topic taught and

discussed in the classroom.

According to the Standard Minimum Score Kriteria Ketuntasan

Minimum (KKM) for English subject in the school was 75. The

researcher used the following formula of mean by (Sugiyono, 2017:49).

Where:

M: the mean obtained

∑x: the sum of the students‟ value

N: the number of subjects

And to know the class percentage, the writer used the formula:

P: the class percentage

F: total percentage score

N: number of students

After creating mind mapping, the researcher gave tasks as production

tasks. Those tasks were used as the final assessment. The number of

students who took the test was 30 from the result of reading

comprehension test in cycle II. Quantitatively, the result of the post-test

of the second cycle showed that the total score of the students was 2445

65
 and the number of the students who successed the test was 24 of 30

students. So, the mean of the students‟ score of the test was 81,5. It can

be seen that the students‟ score was improved. It means that the students

were able to do work well. The percentage of the students‟ score of the

test was 24 students successed and got score 75 or up to 75 was 80%. In

the post test II, the students score got increasing and the condition of

class was very well after implementing mind mapping technique, all of

the students become actively to the activity given by teacher so the

atmosphere of class make the students interested to follow the lesson.

Based on the qualitative and quantitative data above, it can be stated

that mind mapping can improve the students‟ reading comprehension in

learning English. In order to see the improvement of students‟ score in

pre-test and post-test I and post-test II, researcher try to served it in table

as follows:

Table 4.1. The Percentage of students’ Reading Comprehension

Meeting Students who got ≥70 Percentage

Pre-Test 8 26,6%

Cycle 1 16 53,3%

Cycle 2 24 80%

Based on data above, the result showed the improvement of the

students‟ score from the pre-test to the post-test of cycle I. In the pre-test,

the students who got the score 75 or more were 8 of 30 students (26,6%).

In the post-test of cycle, I, the students who got the score 75 or more were

66
 16 of 30 students (53,3%). It means there was improvement about 26.7%.

Meanwhile in the post-test of cycle II, the students who got the score 75 or

more were 24 of 30 students (81,5). It can be seen that there was

improvement about 26,7% from the second test, and about 53,4% from the

first test to the third test. So, most of students‟ score improved from first

test to the third test.

After achieving the improvement of students‟ reading

comprehension where 24 students who passed the Minumum Mastery

Criterion (KKM), therefore the research decided to stop CAR because the

students‟ achievement in reading comprehension was improved through

mind mapping technique. Its mean, the researcher did not need to revise

the plan. The following present detail information related to the

implementation of mind mapping on reading comprehension can be

specified in the table below.

Table 4.2 The Improvement of the Cycles

Before Action After Cycle I After Cycle II

The teaching method and The students were The students participated
technique in delivering interested to use mind actively in the teaching
materials was mapping and learning process of
monotonous. reading.

The students were no The students were The students enjoyed

interested in the materials enthusiastic in the teaching reading and became more
and learning process of interested in reading
reading

67
The students can‟t The students The students could
comprehend the text could comprehend answer question well
the reading texts easily

The students had The students‟ could find The students could
difficulty in identifying the language features in identify the language
the language features narrative and spoof text features in narrative and
spoof text more easily
The mean of the students‟ The mean of the students‟ The mean of the students‟
score of the pre-test was score of the post-test I was score of the post-test II
60,8 74,6 test was 81,5

A.3. Reflection

The implementation of Mind Mapping Technique in cycle II was not

performed without many obstructions. Therefore, the researcher reflected

on the implementation of the actions. The collaborator and the researcher

analyzed the data from the observations and interviews to evaluate the

action, and to find out what worked and what did not work in the actions.

In this phase, the feedback of teaching learning process was taken from the

result of observation, test, documentation, and interview. The researcher

could conclude as follows: 1) having checked the students‟ test, the

researcher found that the students‟ score showed the improvement.

Based on the observation sheet, the researcher ability in teaching

reading showed improvement too. The researcher could motivate the

students score showed the improvement. It can be seen from the mean of

the students‟ scores that was getting improved. Most of students‟ score

improved from the first test to the third test. It made the researcher and the

collaborator felt that the cycle could be stopped because the students‟

68
 ability in reading comprehension was improved by the implementation of

mind mapping technique.

According to the result of the data that has been done by the

researcher, it could be assumed that the implementation of Classroom

Action Research to teach reading comprehension through mind mapping

technique was appropriate with the planning that had been discussed by

the researcher. In this case, each action was planned as good as possible so

that the learning activities could be accomplished well.

B. Discussion

The multifaceted discussion encompassing pre-cycle, cycle I, and

cycle II offers a robust exploration of the mind mapping technique's

efficacy in advancing reading comprehension. This analysis is intricately

interwoven with established theories and insights from previous studies,

presenting a comprehensive narrative that delves into instructional

strategies, motivation, and cognitive engagement.

The observed improvement in students' reading comprehension, as

evidenced by the table displaying score progression from pre-test to post-

test I and post-test II, is a testament to the effectiveness of the mind

mapping technique. This enhancement is attributed not only to the

teacher's improved class control but significantly to the successful

implementation of mind mapping, fostering a more profound

understanding of the text among students. Importantly, the teacher's ease

69
in integrating mind mapping into English language instruction underscores

the practicality and adaptability of this pedagogical approach.

Drawing parallels with Annisa Oktafiana's (2014) acknowledgment of

the mind mapping technique's impact on reading comprehension, our study

further substantiates these claims through quantitative data. The mean

scores' upward trajectory, escalating from 62.03 in the pre-test to 76.91 in

post-test II, coupled with the substantial rise in the percentage of students

achieving passing grades, reinforces the positive outcomes associated with

mind mapping. This alignment is particularly significant when considering

the diverse educational contexts explored in related studies by Sirriphanich

(200x), Astuti (201x), and Amalia (2008/2009)

The qualitative data, derived from observation sheets and interview

transcripts, sheds light on the effective dynamics within the classroom.

The students' heightened attention, enthusiasm for learning to read, and

overall engagement underscore qualitative improvements in both teacher

and student activities during the teaching and learning process. This

qualitative dimension aligns seamlessly with motivational theories,

emphasizing the intrinsic and extrinsic factors that drive student

participation and success.

Quantitative validation further strengthens the case for the mind

mapping technique. The consistent improvement in students' English

reading comprehension scores, reflected in the increasing mean scores and

the percentage of students scoring 75 or higher, resonates with Bandura's

70
(1997) emphasis on self-confidence as a pivotal factor in sustained effort

and goal achievement. These quantitative outcomes provide tangible

evidence of the technique's impact on student achievement.

Synthesizing the theoretical framework with empirical findings

illuminates the interconnectedness of motivational, cognitive, and

pedagogical elements. The mind mapping technique emerges as a holistic

catalyst for improved reading comprehension, leveraging motivation to

enhance cognitive engagement through concept mapping. This synthesis

not only validates the theoretical underpinnings but also provides a

nuanced understanding of how these elements converge to shape the

learning process positively.

The discussion concludes with implications for future research and

pedagogy. The study's success with the mind mapping technique suggests

avenues for further exploration in diverse educational settings.

Additionally, the integration of motivational and cognitive strategies into

pedagogical approaches emerges as a promising direction for enhancing

overall student learning outcomes. In essence, this discussion contributes

substantively to the broader discourse on effective instructional strategies,

advocating for a holistic approach that considers motivational, cognitive,

and pedagogical dimensions.

71
 CHAPTER V

CONCLUSION, IMPLICATIONS, AND SUGGESTIONS

This chapter discusses three issues. They are: conclusions, implications,

and suggestion. Each is presented below.

A. Conclusions

Based on the results of data analysis, research findings, and discussions in

the previous chapter, the researcher concludes that:

The two cycles in this research were completed entirely. The research took

place from October 10th to October 17th, 2023. The implementation of mind

mapping in both the first and second cycles was effective. In both cycles, the

goal of implementing mind mapping was to enhance students' reading

comprehension. This is evident from the diary notes, student opinions, and

teacher opinions expressed in the interview transcripts. The use of mind

mapping is believed to help students improve their reading comprehension.

Furthermore, the implementation of mind mapping in the teaching and learning

process facilitates vocabulary memorization and enables students to extract

information from text content while improving memory retention.

After analyzing the data, the researcher found that students' reading

comprehension improved from the pre-test to the first and second cycles. In the

pre-test, students' reading comprehension was below the minimum passing

grade (75). The average score in the pre-test was 60.8, with a total score of

1825, and only 26.6% of students passed the minimum passing grade.

Qualitatively, it was found that students had difficulties in reading English. In

72
 the first cycle, students' reading comprehension was still considered low, with

an average score of 74.6 in the post-test I. The total score was 2240, and only

53.3% of students passed the minimum passing grade. Qualitatively, based on

observation data, there was an improvement in students' reading

comprehension, but many students were still not interested in learning. Finally,

in the second cycle, students' reading comprehension continued to improve.

The average score in post-test II was 81.5, with a total score of 2445. About

80% of students passed the minimum passing grade. Therefore, the post-test of

the second cycle was considered successful. Qualitatively, the learning process

ran effectively, with an improvement in the teacher's and students' activities

during the learning process. In summary, it can be said that the implementation

of the mind mapping technique can improve students' reading comprehension

and motivate them to be more enthusiastic about learning English.

B. Implication

Based on the results study, it was found that the mind mapping technique

is one of many reading techniques which encouraged the students to improve

their comprehension of reading. When they could improve their reading

comprehension, they would be able to understand a text they read and grab

information within the text easily. This study has proven that the students‟

reading comprehension were improved after the researcher implemented some

action in the classroom. From the findings above, it can be implied that the

teacher can use mind mapping technique in the reading teaching and learning

process, the students used mind mapping in the reading teaching learning

73
 process as reading technique in order that they get understanding to

comprehend a text easily.

C. Suggestions

Based on the conclusions and implications outlined above, there are some

suggestions that was be directed toward the English teacher and other

researcher. The suggestions are as follows.

1. To the English teacher

The English teacher needs to vary the use of reading techniques in the

classroom so that the process of reading teaching learning can be more

effective.

Improving students‟ reading comprehension could help the students to

comprehend a text easily and effectively. The use of mind mapping

technique is one of the ways to enrich the students‟ reading

comprehension in order to facilitate them when they face problems in

reading activity.

2. To the students

The students need more practices in improving reading comprehension

so that they can comprehend English text better. They should find an

environment that can support their learning process. When they find

difficulties, they can share with their friends or teacher freely. They

should also motivate their selves to study hard so they can reach better

achievement. The mind mapping technique is way of improving

74
 reading comprehension. They need to deepen their understanding of

this advantages for them in reading activity.

3. To other researchers

It necessary to follow up this study in order to find more variation of

actions and find more advantages to improve students‟ reading

comprehension through mind mapping technique. It may also be

beneficial for other researcher to conduct this study in other school

settings as many students in Indonesia seemingly having the similar

problem. This is due to fact that reading is not yet a habit for

Indonesians.

75
 REFERENCES

Alexander, P. A. (1977). Reading comprehension: Understanding and evaluating

information. Reading Research Quarterly, 13(1), 160.
Amalia, A. (2008/2009). Teaching Reading Comprehension Through Mind
Mapping: A Case of The Eleventh Grade Students of SMA
N 2 Demak in the academic year 2008/2009.
Journal/Article.
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2002). Introduction to
Research in Education. Wadsworth Publishing.
Astuti, I. Y. (Year). The Effectiveness of Mind Map Technique in Learning
Reading Comprehension of Narrative Text. Journal/Article.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and
Company.
Burn, K. (1999). Collaborative action research for English language teachers.
Cambridge University Press.
Cain, K., & Oakhill, J. (2009). Levels of processing in reading comprehension. In
Reading Comprehension Development and Difficulties:
Bridging the Gap Between Research and Practice (pp. 1-
10). Publisher.
Chall, J. S. (1958). Readability: An appraisal of research and application. Ohio
State University Press.
Dweck, C.S. (2000). Self-theories: Their role in motivation, personality, and
development. Psychology Press.
Egan, G., & Schmieder, R. F. (1993). The MAP method: A practical guide to
improving performance. Englewood Cliffs, NJ: Prentice
Hall.
Fox, D. (1993). Understanding motivation: What motivation is and why it matters.
Language Learning, 43(4), 593-610.
Gramedia Pustaka Utama, Jakarta Suharso. (2005). How to Increase Student
Reading Motivation. Jakarta: PT Gramedia.
Guthrie, J.T., Laurel, W., Stephen, H., & Nichole, S. (2007). Engaging
Adolescents in Reading. Thousand Oaks, CA: Corwin
Press.
Harjasujana, A. S. (1988). The role of reading proficiency in realizing the ideal of
independence. In Reading Comprehension and
Independence (pp. 1-10). Publisher.
Harras, D. A. (2019). Reading is the window to the world. In The Importance of
Reading Skills for Progress and Success (pp. 1-10).
Publisher
Iskandarwassid & Sunendar. (2008). Motivation in Learning. Jakarta: PT Rineka
Cipta. Jakarta: Gramedia Pustaka Utama Soedarso. (1987).
Speed Reading: Answering the Challenges of the
Information Age. Publisher.
Kemmis, S., & McTaggart, R. (1999). Participatory action research:
Communicative action and the public sphere. In The Sage

76
 handbook of qualitative research (2nd ed., pp. 567-606).
Sage Publications.
Klare, G. R. (1958). The measurement of readability. Iowa State University Press.
Muijs, D. (2004). Conducting Quantitative Research in Education with SPSS.
SAGE Publications.
Mustaghfirin. (2002). Motivation Achievement in Student Learning. Bandung: PT
Remaja Rosdakarya.
Mulyati. (2004). The Relationship Between Reading Interest and Reading Ability
of Elementary School Students. Journal of Basic Education,
7(1), 67.
Nuttall, C. (2005). Teaching Reading Skills in Foreign Languages. Heinemann.
Paris, S. G., & Turner, J. C. (1994). Situated motivation. In D. H. Schunk & B. J.
Zimmerman (Eds.), Self-regulation of learning and performance: Issues and
educational applications (pp. 213-237). Lawrence Erlbaum Associates.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory,
research, and applications. Publisher.
Saddhono & Slamet. (2012). Indonesian Textbooks: Theory, Design, and
Evaluation. Yogyakarta: CAPS.
Sardiman. (2010). Interaction Process Analysis: Applied Research. Jakarta:
Rajawali Press.
Sirriphanich, P. (Year). Using Mind Mapping Technique to Improve Reading
Comprehension Ability of Thai EFL University Students.
Journal/Article.

77
APPENDICES

78
 APPENDIX I: LESSON PLAN CYCLE

LESSON PLAN

Education Unit : MAN 1 MATARAM

Lesson : English

Class /Semester : X B-LING/ I

Material : Reading

Time Allocation : 3 x 45 Minute

A. Core Competence

• KI 1 : Perceive and practicing the religion doctrine that followed.

• Kl 2 : Perceive and practicing honest, discipline, responsible, caring

(responsive, cooperative, tolerant, peaceful) behavior, polite, responsive
and pro-active and showing attitudes as part of the solution to problems in
interacting effectively with the social environment and nature and in
placing ourselves as a reflection of the nation in the association of the
world.
• KI 3 : Understanding, applying, analyzing factual, conceptual,
procedural knowledge based on curiosity about science, technology, art,
culture, and humanities with the insights of humanity, nationality, state
and civilization on the causes of phenomena and events, and applying
knowledge procedural in the field of specific studies in accordance with
his talents and interests to solve problems.
• KI 4 : Processing, reasoning, and providing in the area of concrete and
abstract area that related to the development of the self-study in the school
independently, and able to use methods that suitable with scientific rules.

B. Basic Competence

5.2. Responding to the meaning and steps of rhetoric in essays that use a
variety of written languages accurately, fluently and acceptable in the context
of everyday life and to access knowledge in narrative, spoof, and hortatory
exposition texts.

79
C. Indicators of Achievement of Competence:

a. Students are grateful for the opportunity to learn English as the language
of instruction in international communication
b. Students can develop polite and caring behavior in carrying out
interpersonal communication with teachers and friends.
c. Students are able to make mind maps according to the text given.

d. Students are able to mention detailed information in a text correctly.

e. Students are able to answer questions related to the text.

D. Learning Objectives

After this material is presented, students understand mind map techniques, are
able to make mind maps according to the text provided are able to mention
information in detail in a text correctly, and are able to answer questions
related to text.

E. Teaching Material

1. Input Text

a. A spoof text entitled " Didn‟t Want to Walk Alone".

2. Text structure
a. Text type: Spoof

b. Social function: to entertain or amuse the reader

c. General structure:

• Orientation: the introduction of the story, such as who is involved in the

story.
• Events: explore event in a chronological way.

• Twist: the unpredictable event/thing/way which amuse the readers.

F. Learning Method:

Three-Phase Technique (Presentation, Practice, and Production).

G. Learning Media and Tools

Tools : Markers, erasers, whiteboards.

80
 Material : Handbook, image, text, and worksheet
Source : Internet, Journal

H. Research Procedures

Teachers’ Activities

a. Ask them some question whether they know about mind mapping

technique and spoof text, even they have read the text or they have bad or
good experience in the last time.
b. Explain more about mind mapping and spoof text

c. Ask students to make mind mapping based on text given to improve their
reading comprehension.
d. Ask them to say the conclusion that they got about material.

Students’ Activities

Answer or respond the teacher questions and pay attention to the teachers‟
explanation and following the rules of the teacher and then the students just silent
and pay attention to teachers‟ explanation, after that the students do the teachers‟
instruction, do the teachers‟ instruction, give the task done to the teacher, give
much attention to the teachers‟ explanation and the last, students give some
conclusion about material gave by teacher.
I. Learning Activities:

I. First meeting (45 minutes)

1. Introduction (5 minutes)

a. The teacher enters the class and greets by using English so that the English
Environment can be created:
• Assalamualaikum. Good morning, students? How are you today?

b. Teacher asks a student to lead the prayer:

• OK, before we start our lesson today, let's pray together.

c. Teacher checks student attendance.

81
2. Core Activities (30 minutes)

a. The teacher begins the material by conveying some characteristics and

functions of the spoof text to students by inviting students to be active in
this session.
b. The teacher gives a spoof text which the teacher helps students find and
words that are difficult to understand so students are able to understand the
contents of the text shared.
c. The teacher asks students to make a mind map to find information in the

text.
d. Students are asked to answer questions that exist and are related to
the text given.
3. Closing Activity (10 minutes)

a. Teachers and students summarize the material together.

b. The teacher reflects

c. The teacher asks one of the students to lead a prayer.

d. The teacher closes the meeting:

OK. Thank you for your attention and your cooperation for this
meeting. Good bye. Wassalamualaikum.
II. Second Meeting (45 minutes)

1. Introduction (5 minutes)

a. The teacher enters the class and greets by using English so that the English
Environment can be created:
• Assalamualaikum. Good morning, students? How are you today?

b. Teacher asks a student to lead the prayer:

• OK, before we start our lesson today, let's pray together.

c. Teacher checks student attendance.

2. Core Activities (30 minutes)

a. The teacher asks again the material that was learned at the previous
meeting.
b. The teacher asks questions that are still felt by students.

c. The teacher provides an opportunity for students to discuss the techniques

and tasks previously given.

82
 d. The teacher gives tips on getting information from the text provided.

e. The teacher gives spoof text as training material.

f. The teacher asks students to use the mind map technique to simplify the
search for information simply.
g. The teacher asks students to answer questions. Then together solve
problems that are still faced by students.
3. Closing Activity (10 minutes)

a. The teacher concludes the activities that have been passed.

b. The teacher closes the lesson

c. The teacher leads or asks one of the students to pray.

I. Assessment of Learning Outcomes

Assessment of the process of teaching and learning activities:

a. Technique: performance

b. Form of assessment: individual work

1. Test: Description

a. Answer the question based on the story

b. Analyze the generic structure of the spoof text
c. Make a mind mapping based on the story.

2. non-test

Presentation observation sheet

Name : ......................................
Class : ......................................

No Name ATTITUDE INDICATOTRS

of
Student

Discussion Respect Students Responsbility Score Rate

activity each Attendance
other

83
 Spiritual Attitude

a. Assessment technique: observation

b. Form of instrument: observation sheet
c. Grid

Number Attitude Value of Instrument Item

1. Pray before and after lesson 1
2. Dress neatly and politely 2
3. Thanks to God 3 and 4

Social attitude

a. Assessment technique: observation

b. Form of instrument: teacher observation sheet
c. Grid

Number Attitude Value of Instrument Item

1. Responsibility 3
2. Care 2 and 3
3. Cooperation 4
4. Peace Love

Knowledge

a. Assessment technique: written test

b. Form of instrument: double choice and description
c. Grid

Number Indicators Value of Instrument

Item

1. Social function in spoof e text

2. Text structure in spoof text
3. Language elements in spoof
text

84
 Skills

a. Assessment techniques: practice tests

b. Form of instrument: performance
c. Grid

Number Skills Instrument Item

1. Listen to narrative text 1
2. Speak to retell 2
3. Reading narrative text 3
4. Write the narrative text 4

85
 Appendix II
Reading Comprehension Test

Text I For Question 1-5

Climate change is a global issue that is currently receiving significant

attention from scientists, policymakers, and the general public. The Earth's
climate is undergoing changes primarily due to human activities, such as the
burning of fossil fuels and deforestation, which result in the release of substantial
amounts of greenhouse gases into the atmosphere. These greenhouse gases trap
heat, leading to a warming of the planet and causing a range of adverse effects.
One of the most impactful consequences of climate change is the increase
in global temperatures. Over the past century, the average temperature of the
Earth has risen by approximately 1 degree Celsius. Although this may appear to
be a small change, it has far-reaching implications. The rising temperatures
contribute to the melting of glaciers and polar ice caps, resulting in rising sea
levels. This poses a threat to coastal cities and low-lying areas, increasing the risk
of flooding and coastal erosion.
Another significant effect of climate change is the disruption of
ecosystems. Changes in temperature and precipitation patterns affect the
distribution and behavior of plant and animal species. Some species may struggle
to adapt to these changes, leading to a loss of biodiversity. Additionally, shifts in
climate can impact agricultural productivity, making it more challenging to
cultivate crops and raising concerns about food security.
Addressing climate change necessitates global cooperation and concerted
efforts. Many countries have committed to reducing their emissions of greenhouse
gases by implementing renewable energy sources, energy efficiency measures,
and conservation strategies. Furthermore, international agreements such as the
Paris Agreement aim to limit the increase in global temperatures to well below 2
degrees Celsius above pre-industrial levels.

Questions:
What causes climate change?
1. Emission of greenhouse gases into the atmosphere
a. Deforestation
b. Global warming
c. Melting glaciers
d. Global temperature rise
2. What are the consequences of global temperature rise?

86
 a. Decrease in biodiversity
b. Droughts and famines
c. Increase in sea levels
d. Coastal erosion
e. All of the above
3. How does climate change affect agriculture?
a. Reduces biodiversity
b. Causes coastal erosion
c. Leads to melting glaciers
d. Increases sea levels
e. Makes crop cultivation difficult and threatens food security
4. What is required to address climate change?
a. Global cooperation and collective efforts
b. Restriction of global temperature rise
c. Utilization of renewable energy sources
d. Energy efficiency
e. All of the above
5. What is the meaning of the Paris Agreement?
a. International agreement to reduce greenhouse gas emissions
b. Effort to protect glaciers and polar ice caps
c. Initiative to enhance global food security
d. Protocol governing the trade of renewable energy
e. Agreement to maintain stable sea levels

Text II For Question 6-15

Social media has become an integral part of modern society,
transforming the way we communicate, connect, and share information.
Platforms such as Facebook, Twitter, Instagram, and YouTube have
gained immense popularity and have had both positive and negative
impacts on individuals and society as a whole.
One of the positive aspects of social media is its ability to facilitate
communication and foster connections. People can easily connect with
friends, family, and even strangers from around the world. It has also
provided a platform for marginalized voices to be heard and has been
instrumental in social and political movements.
However, social media also has its drawbacks. The constant
exposure to carefully curated highlight reels of other people's lives can
lead to feelings of inadequacy and low self-esteem. Cyberbullying and
online harassment have become significant issues, as anonymity and the

87
 ease of sharing information make it easier for individuals to engage in
negative behavior.
Moreover, the spread of misinformation and fake news is a
pressing concern. The viral nature of social media can lead to the rapid
dissemination of inaccurate or misleading information, which can have
serious consequences on public opinion and decision-making.

Question:
6. What are some positive effects of social media mentioned in the text?
a. Increased cyberbullying incidents
b. Spread of misinformation
c. Facilitation of communication and connections
d. Negative impact on mental health
e. Decline in social and political movements
7. How has social media affected marginalized voices?
a. Silenced their opinions
b. Amplified their voices
c. Restricted their access to information
d. Decreased their online presence
e. Created more barriers for communication
8. What is one negative consequence of constant exposure to others' highlight
reels on social media?
a. Increased self-esteem
b. Enhanced feelings of contentment
c. Greater empathy towards others
d. Lowered self-esteem
e. Improved mental well-being
9. What contributes to the ease of engaging in cyberbullying on social
media?
a. Anonymity and ease of sharing information
b. Strict regulations and monitoring
c. Limited user engagement
d. Lack of interest from users
e. Positive reinforcement of online behavior
10. How does the viral nature of social media impact the spread of
misinformation?
a. It helps verify information and fact-check
b. It encourages critical thinking and skepticism
c. It slows down the dissemination of information
d. It accelerates the spread of inaccurate information

88
 e. It promotes transparency and accountability
11. Which of the following social media platforms is NOT mentioned in the
text?
a. Facebook
b. Twitter
c. Instagram
d. Snapchat
e. YouTube

12. What is one potential consequence of the spread of misinformation on

social media?
a. Increased trust in media sources
b. Informed decision-making
c. Political polarization
d. Enhanced public discourse
e. Strengthened community bonds
13. How has social media impacted social and political movements?
a. Limited their reach and impact
b. Encouraged apathy and disengagement
c. Amplified their voices and mobilization
d. Decreased awareness and activism
e. Fostered misinformation and division
14. What role does anonymity play in online behavior on social media?
a. It promotes accountability and responsibility
b. It encourages respectful and positive interactions
c. It fosters open and honest communication
d. It enables negative and harmful behavior
e. It enhances trust and credibility
15. What is the main focus of the text?
a. The benefits of social media on mental health
b. The decline of social and political movements
c. The role of social media in spreading misinformation
d. The positive impact of social media on communication
e. The rise of cyberbullying on social media platforms

Text III For Question 16-20

Climate change is a pressing global issue that has captured the
attention of scientists, policymakers, and the general public. The Earth's
climate is changing due to human activities, primarily the burning of fossil
fuels and deforestation, which release large amounts of greenhouse gases

89
 into the atmosphere. These greenhouse gases trap heat and cause the planet
to warm up, resulting in a range of adverse effects.
One of the most significant impacts of climate change is the rise in
global temperatures. Over the past century, the Earth's average
temperature has increased by about 1 degree Celsius. This may seem like a
small change, but it has far-reaching consequences. Rising temperatures
lead to melting glaciers and polar ice caps, causing sea levels to rise. This
poses a threat to coastal cities and low-lying areas, increasing the risk of
flooding and coastal erosion.
Another consequence of climate change is the disruption of
ecosystems. Changes in temperature and precipitation patterns affect the
distribution and behavior of plant and animal species. Some species may
struggle to adapt to these changes, leading to a loss of biodiversity.
Furthermore, shifts in climate can impact agricultural productivity, making
it harder to grow crops and leading to food security concerns.
Addressing climate change requires global cooperation and
concerted efforts. Many countries have committed to reducing their
greenhouse gas emissions through the implementation of renewable
energy sources, energy efficiency measures, and conservation strategies.
Additionally, international agreements such as the Paris Agreement aim to
limit global warming to well below 2 degrees Celsius above pre-industrial
levels.

Question:
16. What causes climate change?
a. Emission of greenhouse gases into the atmosphere
b. Deforestation
c. Global warming
d. Melting glaciers
e. Global temperature rise
17. What are the consequences of global temperature rise?
a. Decrease in biodiversity
b. Droughts and famines
c. Increase in sea levels
d. Coastal erosion
e. All of the above
18. How does climate change affect agriculture?
a. Reduces biodiversity
b. Causes coastal erosion
c. Leads to melting glaciers

90
 d. Increases sea levels
e. Makes crop cultivation difficult and threatens food security
19. What is required to address climate change?
a. Global cooperation and collective efforts
b. Restriction of global temperature rise
c. Utilization of renewable energy sources
d. Energy efficiency
e. All of the above
20. What is the meaning of the Paris Agreement?
a. International agreement to reduce greenhouse gas emissions
b. Effort to protect glaciers and polar ice caps
c. Initiative to enhance global food security
d. Protocol governing the trade of renewable energy
e. Agreement to maintain stable sea levels.

Text For Question 21-25

The importance of physical exercise for overall health and well-being
cannot be overstated. Engaging in regular physical activity offers a wide
range of benefits for the body and mind. From improving cardiovascular
health to boosting mood and reducing stress, exercise plays a crucial role
in maintaining a healthy lifestyle.
One of the primary benefits of exercise is its positive impact on
cardiovascular health. Engaging in activities such as running, swimming,
or cycling helps strengthen the heart and improve circulation. Regular
exercise can also help lower blood pressure and reduce the risk of heart
disease.
Exercise is not only beneficial for the body but also for mental
health. Physical activity triggers the release of endorphins, also known as
"feel-good" hormones, which can help alleviate symptoms of depression
and anxiety. Regular exercise has also been linked to improved cognitive
function and a reduced risk of cognitive decline and dementia.
Moreover, exercise plays a role in weight management and the
prevention of chronic diseases such as diabetes and certain types of cancer.
It helps in maintaining a healthy body weight, promotes muscle strength
and flexibility, and improves overall physical fitness.
However, it is important to note that exercise should be done in
moderation and tailored to individual fitness levels and health conditions.
It is recommended to consult with a healthcare professional before starting
any exercise program, especially for individuals with existing health
concerns or medical conditions.

91
 Question:
21. What are some benefits of exercise mentioned in the text?
a. Improved cardiovascular health
b. Boosted mood and reduced stress
c. Prevention of chronic diseases
d. All of the above
e. None of the above
22. How does exercise contribute to cardiovascular health?
a. Strengthening the heart and improving circulation
b. Lowering blood pressure
c. Reducing the risk of heart disease
d. All of the above
e. None of the above
23. How does exercise affect mental health?
a. Releases endorphins and improves mood
b. Alleviates symptoms of depression and anxiety
c. Improves cognitive function
d. All of the above
e. None of the above
24. What role does exercise play in weight management?
a. Promotes muscle strength and flexibility
b. Improves overall physical fitness
c. Helps maintain a healthy body weight
d. All of the above
e. None of the above
25. Why is it important to consult with a healthcare professional before
starting an exercise program?
a. To ensure individual fitness levels are considered
b. To tailor the exercise program to health conditions
c. To prevent potential risks or injuries
d. All of the above
e. None of the above

Text For Question 26-30

The internet has revolutionized the way we access and share
information, connecting people from all over the world. With just a few
clicks, we can access a vast amount of knowledge and communicate with
others instantaneously. However, along with its benefits, the internet also
poses certain challenges and risks.

92
 One of the advantages of the internet is its ability to provide
educational resources and opportunities for learning. Online courses,
tutorials, and educational platforms have made it easier for individuals to
acquire new skills and knowledge. Additionally, the internet enables
access to a wide range of cultural and artistic content, enriching our
understanding and appreciation of diverse cultures.
On the other hand, the internet has also given rise to concerns
regarding privacy and cybersecurity. The vast amount of personal
information shared online makes individuals vulnerable to identity theft
and online scams. Moreover, the spread of fake news and misinformation
has become a significant issue, as it can manipulate public opinion and
distort the truth.
Social media platforms have transformed the way we interact and
connect with others. They provide a space for sharing experiences,
opinions, and connecting with like-minded individuals. However, they also
contribute to issues such as cyberbullying, online harassment, and the
negative impact on mental health due to constant comparison and
validation-seeking.
Overall, the internet has revolutionized various aspects of our lives,
offering numerous opportunities and conveniences. However, it is
essential to navigate the online world responsibly and be aware of the
potential risks and challenges it presents.

Question:
26. What are some advantages of the internet mentioned in the text?
a. Educational resources and opportunities for learning
b. Access to cultural and artistic content
c. Enhanced privacy and cybersecurity
d. Prevention of identity theft
e. All of the above
27. What are the concerns regarding privacy and cybersecurity related to the
internet?
a. Spread of fake news and misinformation
b. Manipulation of public opinion
c. Identity theft and online scams
d. Decreased access to personal information
e. All of the above
28. How has the internet transformed social interactions?
a. Increased cyberbullying and online harassment
b. Enhanced mental health and well-being

93
 c. Encouragement of diverse perspectives and opinions
d. Limited connectivity and communication
e. None of the above
29. What is one potential negative impact of social media mentioned in the
text?
a. Increased privacy and security
b. Decreased access to cultural content
c. Constant comparison and validation-seeking
d. Promotion of truth and accuracy
e. All of the above
30. What is the main message of the text?
a. The internet offers numerous opportunities and conveniences
b. The internet is a source of constant comparison and validation-seeking
c. The internet is a threat to privacy and cybersecurity
d. The internet has limited access to educational resources
e. The internet has no impact on social interactions

94
 Appendix III
BLUE PRINT

(Reading Test)
No Indicator Kind of Items Number Total
Test
1. The students are able to Multiple 1. Emission of greenhouse 2
comprehend the Choice gases into the
meaning of the text atmosphere<br>4. Melting
given by the teacher glaciers
2. The students are able to Multiple 2. Droughts and 2
analyze the social Choice famines<br>5. All of the
function of the text above
given by the teacher
3. The students are able to Multiple 3. Global warming 1
analyze the structure Choice
and grammar of the text
given by the teacher
4. The students are able to Multiple 6. Decrease in 4
comprehend the Choice biodiversity<br>9. Increases
meaning of the text sea levels<br>12. Causes
given by the teacher coastal erosion<br>15.
Makes crop cultivation
difficult and threatens food
security
5. The students are able to Multiple 7. Amplified their 4
analyze the social Choice voices<br>10. Manipulation
function of the text of public opinion<br>13.
given by the teacher Amplified their voices and
mobilization<br>18. Global
cooperation and collective
efforts
6. The students are able to Multiple 8. Lowered self- 12
analyze the structure Choice esteem<br>11. Enhanced
and grammar of the text public discourse<br>14.
given by the teacher Increased trust in media
sources<br>16. Increased
trust in media

95
 sources<br>17. Increased
trust in media
sources<br>19. All of the
above<br>20. International
agreement to reduce
greenhouse gas
emissions<br>21. The
benefits of social media on
mental health<br>22. The
role of social media in
spreading
misinformation<br>23. The
positive impact of social
media on
communication<br>24. The
rise of cyberbullying on
social media
platforms<br>25. None of
the above
7. The students are able to Multiple 26. Educational resources 2
comprehend the Choice and opportunities for
meaning of the text learning<br>29. Constant
given by the teacher comparison and validation-
seeking
8. The students are able to Multiple 27. Spread of fake news and 1
analyze the social Choice misinformation
function of the text
given by the teacher
9. The students are able to Multiple 28. Increased privacy and 2
analyze the structure Choice security<br>30. The internet
and grammar of the text offers numerous
given by the teacher opportunities and
conveniences
Total 30

96
 Appendix IV

Appendix The Students’ Score During Cycle I (Pre-test and Post-test I) and
Cycle II (Post Test II)

No Names of Students Score

Pre Test Post Test I Post Test

II
1. AH 30 20 75

2. ARH 50 65 65

3. APW 70 100 75

4. ACP 80 85 80

5. AI 85 95 95

6. BDFH 55 65 75

7. BRH 60 70 80

8. BSZN 80 90 80

9. BTAH 70 90 85

10. BBH 80 90 95

11. DIB 80 90 60

12. DNU 45 95 90

13. DAL 85 95 95

97
14. DKP 60 75 80

15. GAH 55 65 70

16. HAF 95 100 100

17. IR 45 90 95

18. KS 70 85 80

19. KDR 50 100 90

20. LU 45 60 90

21. MAN 85 100 95

22. MH 45 70 65

23. MAN 55 65 85

24. MGR 70 75 85

25. MWK 50 55 75

26. MBL 40 40 75

27. NR 50 60 80

28. NSR 50 55 70

29. NZ 40 40 70

30. NM 50 55 90

98
TOTAL Σx = 1825 Σx = 2240 Σx = 2445

M = 60,8 M = 74,6 M = 81,5

99
 Appendix VII

The Students Score during Pre-test (Cycle I)

No Respondents Score Passing Grade of Students (≥75)

1. AH 30 Unsuccessful

2. ARH 50 Unsuccessful

3. APW 70 Unsuccessful

4. ACP 80 Successful

5. AI 85 Successful

6. BDFH 55 Unsuccessful

7. BRH 60 Unsuccessful

8. BSZN 80 Successful

9. BTAH 70 Unsuccessful

10. BBH 80 Successful

11. DIB 80 Successful

12. DNU 45 Unsuccessful

13. DAL 85 Successful

14. DKP 60 Unsuccessful

15. GAH 55 Unsuccessful

100
16. HAF 95 Successful

17. IR 45 Unsuccessful

18. KS 70 Unsuccessful

19. KDR 50 Unsuccessful

20. LU 45 Unsuccessful

21. MAN 85 Succesful

22. MH 45 Unsuccessful

23. MAN 55 Unsuccessful

24. MGR 70 Unsuccessful

25. MWK 50 Unsuccesful

26. MBL 40 Unsuccesful

27. NR 50 Unsuccessful

28. NSR 50 Unsuccessful

29. NZ 40 Unsuccessful

30. NM 50 Unsuccessful

101
 Appendix VIII
The Students’ Score During Post test I (cycle I)

No Respondents Score Passing Grade of Students (≥75)

1. AH 20 Unsuccessful

2. ARH 65 Unsuccessful

3. APW 100 Successful

4. ACP 85 Successful

5. AI 95 Successful

6. BDFH 65 Unsuccessful

7. BRH 70 Unsuccessful

8. BSZN 90 Successful

9. BTAH 90 Successful

10. BBH 90 Successful

11. DIB 90 Successful

12. DNU 95 Successful

13. DAL 95 Successful

14. DKP 75 Successful

15. GAH 65 Unsuccessful

102
16. HAF 100 Successful

17. IR 90 Successful

18. KS 85 Successful

19. KDR 100 Successful

20. LU 60 Unsuccessful

21. MAN 100 Successful

22. MH 70 Unsuccessful

23. MAN 65 Unsuccessful

24. MGR 75 Successful

25. MWK 55 Unsuccessful

26. MBL 40 Unsuccessful

27. NR 60 Unsuccessful

28. NSR 55 Unsuccessful

29. NZ 40 Unsuccessful

30. NM 55 Unsuccessful

103
 Appendix
The Students’ Score During Post test II (cycle II)

No Respondents Score Passing Grade of

Students (≥75)

1. AH 75 Successful

2. ARH 65 Unsuccessful

3. APW 75 Successful

4. ACP 80 Successful

5. AI 95 Successful

6. BDFH 75 Successful

7. BRH 80 Successful

8. BSZN 80 Successful

9. BTAH 85 Successful

10. BBH 95 Successful

11. DIB 60 Unsuccessful

12. DNU 90 Successful

13. DAL 95 Successful

14. DKP 80 Successful

104
15. GAH 70 Unsuccessful

16. HAF 100 Successful

17. IR 95 Successful

18. KS 80 Successful

19. KDR 90 Successful

20. LU 90 Successful

21. MAN 95 Successful

22. MH 65 Unsuccessful

23. MAN 85 Successful

24. MGR 85 Successful

25. MWK 75 Successful

26. MBL 75 Successful

27. NR 80 Successful

28. NSR 70 Unsuccessful

29. NZ 70 Unsuccessful

30. NM 90 Successful

105
 APPENDIX V

Interview with the Students Before Implementing

Interview transcript 1

R : Peneliti

SS : Siswa/i

R : Kalian pernah mendengar tentang tekhnik mind mapping in reading class

belum? (Have you ever listened about mind mapping in reading class?)

SS : Belum Miss (Not yet Miss)

R : Sudah pernah menggunakan mind mapping sebelumnya? (Have you ever

use mind mapping?

SS : Belum pernah Miss (Not yet Miss)

S1 : Peta Pikiran ya Miss? (is it mind mapping Miss?)

R : Ya benar, tau itu apa? (That‟s right, do you know it?)

S2 : Enggak Miss, Cuma mengartikan aja kok. (No, I do not, I just translate

it).
R : That‟s right

APPENDIX XV: Interview transcript with the students after Implementing

Interview transcript 2

R : Peneliti

SS : Siswa/i

R : Setelah kita implementasikan mind mind mapping dalam pemahaman

membaca menurut kalian susah atau gampang dalam reading?

S : Gampang-gampang susah (it‟s rather difficult)

R : Senang menggunakan mind mapping? (do you like using mind

mapping?)

106
SS : Senang Miss (Yes, I do Miss)

R : Senengnya kenapa? Apa karena ada gambar-gambarnya dan warna

warninya? (why? Is it because of the colourful pictures colours?

S1 : banyak gambar-gambarnya Miss

R : Gampang dipahami enggak bacaannya setelah pakai mind mapping? ( is

easy to understand after you had use mind mapping?)

S2 : Ya Miss, gampang dipahami. (Yes Miss, is it easy to comprehend).

S3 : Miss, kalo menurut saya ribet yang gambar Miss, tapi membantu dan
asyik juga Miss. Kalo saya merasa jadi lebih ringkas dan menarik aja
Miss. (To make a picture is difficult but it can help and interest Miss.

S4 : Miss, kalo menurut saya enak lho Miss pakai mind map, jadi gampang
untuk memahami bacaan, terus kosakata kitanya juga nambah. (I think
the use of mind mapping was good so it is easy to comprehend the text
and then my vocabulary is increase.)

Interview transcript with the student 6

R : Tadi belajar kelompok suka nggak nak? (Do you like work in group?)
S6 : Suka Miss, karena saya bisa tanya sama temen yang lain kalo belum
ngerti keyword dan kata-kata yang sulit. (Yes, I do. Because I can ask to my
friend if I don‟t know keyword or get difficult words.
R : emangnya sebelum dianalisis bareng kamu gak tau artinya? (Before
analyzing together, do you know it?
S6 : Ya, tau sedikit-dikit Miss, jadi kalau menemui kata-kata seperti itu lagi
jadi enggak kesulitan. (Yes, I do. Just a little bit. If I find difficult words again so I
feel easier.

Interview transcript with student 7

R : Sekarang menurut kamu gimana dengan pengajaran text types pertemuan

ini? (What do you think about teaching and learning process of the text
types in that meeting?)

107
S7 : Menurut saya bagus Miss karena tidak banyak waktu yang terbuang
untuk mengartikan kata-kata sulit. Mengartikan kata-katanya saja sulit,
apalagi tahu jenis textnya. (I think it is good because it does not waste
time to translate the difficult words. I think it is difficult to translate words
moreover to know the text types.

Interview transcript with student 8

R : Kesulitan dalam buat mind map yang kalian rasakan apa? (What do you
think about the advantages and disadvantages of mind mapping?)

S8 : Hasilnya bagus Miss. Tapi kadang kita masih tetep aja susah nyari
inspirasi. Ini Miss, lama buatnya.

Interview transcript with student 9

R : Manfaat dan kurangnya mind map yang kamu rasa apa? (What do you
think about the advantages and disadvantages of mind mapping?)

S9 : Miss..Miss… kalo menurut saya mind map tu bagus. Emang lama

sich tapi saya seneng ko Miss. (Miss, I think mind mapping is very
good enough. It takes long time but I feel fun.)

108
 Appendix XI

Interview with the teacher before Implementing

Interview transcript 1

R : Peneliti

MR : Mam Marni Rama (Guru Mapel B. Inggris)

R : Tadi kelihatannya siswa masih banyak yang belum bisa mengerjakan soal
ya, bu?
MR : Ya begitulah dek, mereka kebanyakan tidak memahami teks bacaan dek.
R : Menurut pendapat mam, sebenarnya anak-anak suka enggak mam belajar
bahasa Inggris khususnya di bagian reading?
MR : Sebenarnya mereka tertarik belajar bahasa Inggris, tapi rata-rata siswa
masih rendah dalam pemahaman membaca, mereka tidak bisa memahami
bacaan dan kurang kosakata jadi susah untuk menangkap ide utama dari
sebuah teks.
R : oh, begitu yam mam. Siswa memang tidak punya kamus atau bagaimana
mam?
MR : Mereka punya kamus. Cuma ya kamus yang 1 miliar itu dan mereka
seringnya tidak membawanya ke sekolah. Sudah saya ingatkan berkalikali.
R : Kalau di kelas yang tadi itu, kira-kira ada tidak, bu yang lebih unggul dari
yang lainnya dalam pelajaran bahasa Inggris?
MR : Ada Beberapa siswa perempuan yang lebih unggul dari yang lainnya.
Ada satu siswa pindahan. Kalau dia memang lumayan bagus. Ya mungkin
karena dia dari kota ya. Beda sama yang lain yang latar belakangnya
seperti ini kan, dek? Latar belakang anak-anak tuh beragam. Ada orang tua
yang memang peduli sama pendidikan putra/inya, ada yang tidak.
R : Oh, begitu ya, bu?
MR : Iya. Kalau dari sekolah sudah berusaha untuk membantu mereka waktu
di sekolah, tapi kalau sudah sampai rumah, kami tidak bisa melakukan
apa-apa.

109
R : Iya, bu. Saya juga mohon bimbingan ibu untuk ke depannya.
MR : Ya sebisa saya ya dek
Appendix XVII: Interview with the teacher after Implementing
Interview transcript 1

R : Peneliti

MR : Mam Marni Rama (Guru Mapel B. Inggris)

R : Kalau untuk comprehension siswa sendiri menurut ibu gimana setelah di

implementasikan mind mapping technique? (how is about the student‟s
reading comprehension after implemented mind mapping technique?)

ET : Sepertinya siswa juga sudah dapat memahami isi bacaan. Buktinya

bisa dilihat dari ada peningkatan nilai-nilai mereka. (I think they have
understood the text. it showed by improving their score).

110
 APPENDIX VI

OBSERVATION SHEETS

Date : 10 Oktober 2023

Class : B-LING
School : MAN 1 MATARAM
Subject : English

FOCUS TOPIC YES N

O
English 1. The teacher comes on time 
Teacher 2. The teacher greets the students 
3. The teacher checks the students‟

attendance list. The teacher gives test
to the students. 

4. The teacher gives the learning sources 

5. The teacher manages the time

effectively
6. The teacher concludes the lesson
7. The teacher manages the class
effectively

The 1. Students comes to the class on time 

Students 2. Students answer the teacher‟s 
greeting
3. Students are enthusiastic in learning
process  
4. Students listen and pay attention to the 
teacher‟s explanation
5. The students do the test seriously.
6. The students ask question if they do
not know

111
Date : 16 Oktober 2023
Class : B-LING
School : MAN 1 MATARAM
Subject : English

FOCUS TOPIC YES N

O
The 1. The teacher comes on time 
Researcher 2. The teacher greets the students
as the 
Teacher 3. The teacher checks the students‟

attendance list. The teacher gives
test to the students. 

4. The teacher gives the learning 

sources

5. The teacher manages the
time effectively 
6. The teacher concludes the lesson
7. The teacher manages the class
effectively.
The 1. Students comes to the class on time 
Students 2. Students answer the teacher‟s  
greeting
3. Students are enthusiastic in 

learning process 
4. Students listen and pay attention to 
the teacher‟s explanation
5. The students do the test seriously.
6. The students ask question if they do
not know

130
Date : 17 Oktober 2023
Class : B-LING
School : MAN 1 MATARAM
Subject : English

FOCUS TOPIC YES N

O
The 1. The teacher comes on time 
Researcher 2. The teacher greets the students 
as the
3. The teacher checks the students‟
Teacher 
attendance list The teacher gives
test to the students. 

4. The teacher gives the learning 

sources
5. The teacher manages the time
effectively 
6. The teacher concludes the lesson

7. The teacher manages the class
effectively

The 1. Students comes to the class on time 

Students 2. Students answer the teacher‟s 
greeting
3. Students are enthusiastic in 

learning process 
4. Students listen to the researcher 
explanation attentively

5. The students do the test seriously.
6. The students ask question if they
do not know

131
 Appendix VII
Documentation

A. Explaining Mind Mapping

B. Creating Mind Mapping and Interview

Aa

132
133
C. Persentation

134
135
 Appendix VIII
Surat Keterangan Penelitian & Kartu Konsultasi

136
137
138