The Effect of The Implementation Mind Mapping Strategy Assisted by Picture

and Colour Upon Reading Comprehension grade VII 3 in SMP Laboratorium

UNDIKSHA Singaraja in Academic Year 2011/2012

CHAPTER I
INTRODUCTION

1.1 Research Background

Mind maps (or similar concepts) have been used for centuries in learning, brainstorming,
memory, visual thinking, and problem solving by educators, engineers, psychologists, and
others. Some of the earliest examples of mind maps were developed by Porphyry of Tyros, a
noted thinker of the 3rd century, as he graphically visualized the concept categories of
Aristotle. Philosopher Ramon Llull (1235 - 1315) also used mind maps. The semantic
network was developed in the late 1950s as a theory to understand human learning and
developed into mind maps by Allan M. Collins and M. Ross Quillian during the early 1960s.
Due to his commitment and published research, and his work with learning, creativity, and
graphical thinking, Collins can be considered the father of the modern mind map. British
popular psychology author Tony Buzan claims to have invented modern mind mapping. He
claimed the idea was inspired by Alfred Korzybski's general semantics as popularized in
science fiction novels, such as those of Robert A. Heinlein and A. E. van Vogt. Buzan argues
that while 'traditional' outlines force readers to scan left to right and top to bottom, readers
actually tend to scan the entire page in a non-linear fashion. Buzan also uses popular
assumptions about the cerebral hemispheres in order to promote the exclusive use of mind
mapping over other forms of note making.

The mind map continues to be used in various forms, and for various applications including
learning and education (where it is often taught as 'Webs', 'Mind webs', or 'Webbing'),
planning, and in engineering diagramming. When compared with the concept map (which
was developed by learning experts in the 1970s) the structure of a mind map is a similar
radial, but is simplified by having one central key word. Radial drawings have already been
used for centuries to analyze all kinds of problems. An early example is the graphical
representation of the categories of Aristotle by Neoplatonist thinker Poephyry in the 3rd
century. Tony Buzan, a British psychologist and a business creativity guru, was seeking a
visual and faster way of outlining ideas on paper to support learning and memorizing. He
made the modern Mind Map popular in the 60s.
Mapping has been used in a variety of context and has developed into a tool used to
represent an individual's or group's knowledge and ideas about one particular theme. Mind
maps has a hierarchical structure and are produced following connections (Novak & Govin,
1984; Buzan, 1993; Novak, 1990; Brinkmann 2003). For mind mapping, these involve
placing the topic in the center of the page or screen. Primary branches are drawn for each
major idea linked to the topic. Key words indicating the major ideas are written directly into
the links. From the primary branches further sub-branches for secondary ideas (subtopics) are
drawn. The principle is that ideas should move from the abstract to the concrete. In mind
mapping, each main branch builds up a unit with its sub-branches. For the sake of simplicity,
connections between the sub-branches of different main branches are not drawn (Brinkman,
2003) most map involve the use of colors, images, sketches and symbols. Lines are drawn
from higher concepts to lower concepts to which they are related and between concepts on
the same level.
Scholarly research by Farrand, Hussain, and Hennessy (2002) found that the mind
map technique had a limited but significant impact on memory recall in undergraduate

students (a 10% increase over baseline for a 600-word text only) as compared to preferred
study methods (a 6% increase over baseline). This improvement was only robust after a
week for those in the mind map group (actually it was 'spider diagrams' not Mind Maps used
in this study) and there was a significant decrease in motivation compared to the subjects'
preferred methods of note taking. Farrand et al. suggested that learners preferred to use other
methods because using a mind map was an unfamiliar technique, and its status as a "memory
enhancing" technique engendered reluctance to apply it. Nevertheless the conclusion of the
study was "Mind maps provide an effective study technique when applied to written material.
However before mind maps are generally adopted as a study technique, consideration has to
be given towards ways of improving motivation amongst users." Pressley, VanEtten, Yokoi,
Freebern, and VanMeter (1998) found that learners tended to learn far better by focusing on
the content of learning material rather than worrying over any one particular form of note
taking.
This technique is very good for doing record-keeping, brainstorming, and to recollect
items studied. Become, if someone wish to recollect items studied. Become, if someone wish
to recollect entire or all items he which have study, hence he is only require to see map of
mind he which have make, and he will remember altogether. The elements of a given mind
map are arranged intuitively according to the importance of the concepts, and are classified
into groupings, branches, or areas, with the goal of representing semantic or other
connections between portions of information. Mind maps may also aid recall of existing
memories.

1.2 Problem
Based on the background above, the statement problem of the present study can be
formulated as follows :
1.2.1 Major Problem
Is there any significant effect of mind mapping strategy on the student reading
comprehension ?
1.2.2

Minor Problem
a. Could the students ability in finding out the main idea of the text be improved
through the use of mind mapping strategy?
b. Could the students ability in finding out the spesific information of the text to be
improved through the use of mind mapping stratregy?

1.3 Research Objectives

1.3.1 Major Objective
Based on the problem above, the objective of this study is to find out whether or not it
is significantly effective to teach reading through mind mapping technique to the
seventh grade students of SMP Lab Undiksha Singaraja
1.3.2 Minor Objective
Students can involve themselves actively in communication with the express idea,
ideas, opinions and feelings are simply either oral or written.

1.4 The Significant of Study

The significant toward the teacher
Develop learning models that are effective, efficient, and which can
involve students actively in the process of learning English to improve
their communicative competence.
Help improve / enhance the teaching and learning processes and outcomes.
Help improve the quality of teacher professionalism as an educator.
4

 Assist in the preparation of scientific papers to be used as assessments in

order to get the benefits of certification of teachers / educators.

The significant toward the student
Improve students' ability to understand and respond to simple meaning in a
short essay using a variety of spoken and written language accurately,
fluently and thank to interact in the context of daily life in the form of
procedure text.
Enhance the feeling of pleasure and motivation to learn.
Increase student confidence in communicating.
Enhance the communicative competence and English language learning

achievement.
Make student being active and creative and improve the result of the study
The significant toward the school
Through learning model Mind Mapping helps improve learning English in
Junior High School Lab Undiksha Singaraja

1.5 Scope of the study

The number of the students are 44, 19 males and 25 females. The reseraches selects this
class due to the students incompetence in reading comprehension. To be spesific the students
encountered problems in the finding the main idea of the text, the spesific information, the
textual reference, and the word meaning from the text. The study focused on investigating
whether or not the use of mind mapping strategy could improve the class VII 3 students
achievement in reading comprehension.

CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Empirical Review
Setiyo Bekti , 2201402013 (2009) Based on the findings the study, it is suggested that
reading comprehension is taught by using a variety of techniques which are, of course,
appropriate to improve the students reading comprehension achievements. The final project
is about the use of mind mapping as a technique in teaching reading comprehension, an
experimental study on the eleventh grade students of SMK Negeri 8 Semarang in the
academic year of 2006/2007. The objectives of this study are to search how mind mapping
technique is applied as a technique in teaching reading comprehension and to find out
whether this technique can affect the students reading comprehension achievements. This

study was experimental research. The population of this study was the eleventh grade
students of SMK Negeri 8 Semarang in the academic year of 2006/2007. The sampling
process was administered by applying cluster random sampling. There were 180 students of
the eleventh grade and 30 students were taken as the experimental group and taught by using
mind mapping technique whereas other 30 students were the control group and taught
without the use of mind mapping technique. The experimental group develops better as the
average scores increase 2.40 point (from 70.06 to 72.46), whereas the average scores of the
control group increased only 0.20 point (from 70.10 to 70.30). The significant differences of
the two means were measured by using the t-test formula. The result shows that there is a
significant difference in the reading comprehension achievement between the students who
were taught by using mind mapping technique and those who were taught conventionally.
Based on the findings of this study, it is suggested that reading comprehension is taught by
using a variety of techniques which are, of course, appropriate to improve the students
reading comprehension achievements. Most of all, the teacher of English is always expected
to be creative to invent new ideas of his own teaching reading comprehension technique since
not all techniques suggested by experts are appropriate for the students he teaches. Besides,
he is the one who knows his students needs.

2.2 Conceptual Framework

To framework conceptually, there are some relevant topics in this chapter: (1) the definition
of reading comprehension , (2) the concept of mind mapping strategy, (3) the classification of
mind mapping strategy, (4) parts of mind mapping strategy, (5). The Criteria of Making Mind
Mapping Strategy, (6) Conventional Reading Strategy

2.2.1 Reading Comprehension

There are some explanations and definitions of reading comprehension from many
scholars. One of them is defined by Wallace (1994:35). He defines reading comprehension as
understanding new information in light of what we already know. Mark as cited in Walker
(1992:35) states that reading comprehension is the activity of relating the knowledge a reader
already possesess to the meaing in the text assimilating them, and then accomodating prior
knowledge. It is the activity of constructing and reconstructing meaning as the reader
interacts with the text information prior to during or following reading.
Reading comprehension refers to the level of understanding a text. In relation to this
point, Newman (1943), in Suryantini (2009), states that reading comprehension is the process
of recognation, interpretation and perception of written or printed material. It means that
reading comprehension is one of the language skills in which the readers use their ability to
get meaning from written symbols. In students prespective, reading comprehension refers to
the ability to understand the information presented in a text.
Reading comprehension is important for many reasons. If a person can read, yet is not
really able to interpret what is read into usable information, they've not gained much. By
definition, reading comprehension involved understanding what is read, and without
understanding there is not much point to one reading a group of words on a page. Reading
comprehension can also be considered as the key to school success. To help students
construct meaning from texts, it is important that teacher offer explicit instruction in
comprehension strategies. This entails offering the rationale for the strategies, modeling and
providing independent guiding practices in authentic contexts.
Carver in Otto, Rude and Spiegel (1979), in Candiasa (2007) explain that there are
four levels that readers need to master in reading comprehension, these four levels include :
1. Word Level

First level is word level. It should be noted that before the students can understanding
complete sentence, the students must know the meaning of at least most of the word in the
sentence.
2. Sentence Level
The second level is sentence. The student must be able to combine the word in the
sentence and understand what the whole sentence means.
3. Paragraph Level
The third level involves the unit paragraph. The reader comprehend the words and
sentences in a paragraph and also develop an understanding the meaning of the paragraph
itself. In this case, the readers may identify main idea, draw interference or use the
information in the paragrpah to determine cause and effect.
4. Reasoning Level
The forth level contains a large and creative reading. When individuals read critically, they
evaluate what is read, that is they examine critically the thought of the writer and judge
their validity. Creative reading going beyond what the authors idea to form new concepts
or to expand all of them. Though, creative reading, the readers creates new ideas gleaned
from the text.

2.2.2 Mind Maping Strategy

Buzan states that a mind mapping is a powerful graphic technique which provides a
universal key to unlock the potential of the brain. It is visual map of ideas, laid out in a radial
format around a central thought and it involves a unique combination of imagery, colour and
visual-spatial arrangement which is proven to significantly improve recall when compared to
conventional methods of note-taking and learning by rote. It needs imagination and
association to activate our brain in remembering something.
9

Based on DePotter and Hernacki as translated into English (in Abdurrahman,

2008:153), Mind mapping is the use of whole brains technique by using the visualization
and other graphic infrastructure to make an impression. Besides, mind mapping is one of
techniques which can make the students more enjoyable and interesting in studying
vocabulary.
According to Martin as translated into English (in Trianto, 2009:158) mind mapping
is a concrete graphic illustration which indicates how a single concept related to other
concept in the same categories. Mind mapping is a pattern which at least consists of picture,
symbol and colour that will not just help the students to understand the vocabulary
knowledge but also make the students feel good, enjoyable and attract their brain which at
last leads them to have interest in mastery vocabulary knowledge.

.2.3

The Classification of Mind Mapping Technique

Trianto (2009:160) describes that mind mapping can be distinguished into four kinds,

namely; (1) network tree, (2) event chain, (3) cycle concept map, and (4) spider concept map.
1) Network Tree
The main ideas made in a quadrangle and other words written in the connection line.
It is suitable for visualization (a) a cause and effect relation (b) a hierarchy, (c) branch
procedure, and (d) technical terms which can be used to explain some correlations.
Ecosystem
component
Abiotic
Biotic
Produc
er

Consist of
Decompos
Based on the er

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function
Consume
r
Based on
Omnivor
Herbivor
type of food e
e
Example
Example
Rabbi
t

Carnivor
e

Example
Water,
sunlight

Monkey

Example
Tiger

2)

Event Chain
The event chain can be used for giving an accident order, steps in a procedure, or

steps in a process. It is suitable for visualization (a) some steps in a process, (b) some steps in
a linier procedure, and (c) an accident order.

Ecosystem
component
Ecosystem
component
Ecosystem
component
Ecosystem
component

3) Cycle Concept Map

In this concept map, the accident combination has no final result. It is suitable to show
a correlation how a combination accident is interacting to produce a group of result
repeatedly.

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Mind mapping is similar to a road makes study, work and thinking enjoyable, it can
help to solve the lack of stock of students vocabulary in memorizing some words which are
related from universal word as a key word
2.2.4 Parts of Mind Mapping Strategy
There are some parts of mind mapping (Windura, 2008:77-86) namely; (1) central image,
(2) key word, (3) basic ordering ideas, (4) branches, (4) colour and (5) picture.

1) Central Image
A central image has to describe the main idea of a mind mapping and put it on the
centre of the paper. It is for activate the students right brain, strengthen the students memory
and make the learning activity enjoyable.
2) Key Word
A key word is a word that can lead a sentence or event. Identifying a familiar word in
ones own language or another language that sounds like the new word and using only one
key word per line. It is as an urge to remember a lot of words for the students. It is strong
noun or verb that creates image to trigger recall the memory.
3) Basic Ordering Ideas

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Basic ordering ideas are the branches that collect sort information and it connected to
the central topic that radiate out from the centre. Making basic ordering ideas which can
direct our mind to make mind mapping and it need creativity that encourage the students to
understand to the material. It is thick and thinner at the ends. It can be seen as headings for
your topic and spread anywhere but do not become steep.
4) Branches
The branches should be curvy and in the same length as the words or pictures above
it. These branches can be seen as sub headings. It is thinner branches and containing details.
5) Colour
Colour is a very good memory sign and it involves the right brain in learning for long
term memory. Colours encourage creativity and help in memorization. Adding plenty of
colours via branches, map background and images will add life to your mind map. It makes
easier to comprehend and remember.
6) Picture
In mind mapping, pictures which can change or strengthen a key word that has been
written before.
2.2.5 The Criteria of Making Mind Mapping Strategy
Based on what Buzan (in Purwoko, 2005:20) states that the mind mapping uses colors
and pictures to help constructing your imagination with your style in making mind mapping.
Words or pictures which are in the curvy lines or branches will help the students memory to
make associations.
Furthermore Buzan (in Purwoko, 2005:20) explains the steps below in how to make
mind mapping, they are presented below;
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1) Take a piece of white paper and it is in a landscape position.

2) Start by drawing a coloured image in the centre of the paper and write the key word
with capital letters.
3) Choose a color and draw the main themes of the mind mapping on the thick branches
radiating out from the central image.
4) Add other main themes branches around the map.
5) Make thick and colourful branches spanning out from your mind map.
6) Write basic ideas about the key word and still use the capital letters.
7) Add an image to all the main branches to represent each key theme and also use
images to visualise every important key word on your map.
8) Let your mind mapping be as imaginative as possible.

2.2.6. Conventional Reading Strategy

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Conventional classroom will dominantly position the teacher as the source of

information in the classroom. According to Uwameiye (2008), conventional method is a
traditional method of teaching where the teacher transmits information (subject matter
content) verbally to his/her students, sometimes writing on the blackboard or using
instructional materials. The students listen and take notes of facts and ideas that are
considered important and also sometimes asking the teacher questions for clarification. From
the passages above, it can be conclude that conventional reading teaching technique is a
technique in which the teacher become the controller (or teacher-centred approach) and the
students just respond what the teacher ask and they study in silent way.
Teachers who use this kind of strategy will only develop his materials merely based on
the worksheet and textbooks being taught to the students. Students are explained about the
kind of text first, the generic structure and then the languagefeature of the text itself. The
grammar point which is used in the text is explained in language features section (Anisa,
2005).

2.3 Theoretical Review

2.3.1 Basic Concept
Mind mapping is creative note-taking method, which eases us to remember much
information (De Porter, Readon, and Nourie, 1999:175). The best mind mapping is colourful
and used much pictures and symbols; usually like an art.
Buzan (1993:1) states that mind mapping is a powerful graphic technique, which
provides a universal key to unlock the potential of brain. Mind mapping technique imitates
the thinking process, namely possible us to move from one topic to another topics back and
forth. Recording the information through symbols, pictures, emotional meaning and colours,
exactly the same like our brains process it. A pattern which at least consists of picture, symbol

15

and color that will not just help the students to understand the vocabulary knowledge but also
makes the students feel good, enjoyable and attract their brain which at last lead them to have
interest in mastery vocabulary knowledge.

2.3.2 S.W.O.T Analysis

2.3.2.1. Strength
Deporter and Hernacki (in Abdurrahman, 2008:172) describe that there are some
strength of using mind mapping technique, they are as follows;
1) Flexible
Explaining something can be easy without confusing in add the material based on the
mind mapping. We can put the label and category of something based on our own opinion
anywhere in the mind mapping.
2) Concentrate on the Topic
Getting the subtopics what we talk about with focus on the main ideas easily. Keep
focus on the keyword can help us to make it simple and it does not waste the time.
3) Increasing Comprehension
Using mind mapping can make easy in understanding the material. Mind mapping is a
simple think pattern so it is not make us confuse to understand what we have learned and
easy to remember the material.
4) Enjoyable
Imagination and creativity are unlimited in using mind mapping, so it can be funny
to learn. By using pictures and colours, it makes the brain enjoy and excited in thinking
something what we want about the material.

2.3.2.2 Weaknesses

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Mind Mapping contain some advantages in them as well, such as :

Student cannot copy a piece of text out of a mind map it just doesn't exist. It is all about
branches containing keywords. Sometimes it happens student want to redraw a mind map.
This means student have to start all over again. But what is the problem with that it will be a
good rehearsal and it will improve student memory on this topic.
2.3.2.3 Oppurtinity
They will oppurtunity to make some colourful pictures, lines, symbols, or sign to help
them remember the words or the facts in their mind maps. Moreover, chidren will get thier
own way in comprehending certain topic or material by using mind mapping. It is because
mind mapping itself as personal as our body. So, every student will not feel depressed in
understanding the material, they will learn differently each pther but at the end of the lesson
they will get the same comprehension.
2.3.2.4 Threat
This study is conducted to increase the students' reading speed and comprehension with
mind maps. Reading that students who learn the principles of speed reading correctly become
better and more satisfied readers. Mind maps enhance the learning of speed reading by
encouraging students to quickly take in many words at once rather than one word at a time

2.4 Theoretical Framework

Since children have some characteristics which are different from adults, teaching
English to young learner will not the same with teaching English to adult, Mooney (2000)
states that we need to know not only the theoretical foundation of childhood education but
also how children think and learn in providing a good quality of education at the early
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periode. In teaching English to young learners especially for seventh grade students,
competence of reading comprehension of texts is very important. Based on the basic
competence for seventh grade, the students in this level will deal with many kinds of texts
such as descriptive text, recount text, and also procedural text. Therefore, English teachers
need to provide an appropriate technique or approach that can make reading process joyfull.
For recent years, educationalists and also psychologists in the entire world have been
conducting many studies to find the appropriate way in teaching English language.
Meanwhile, certain method or approach is not always suitable for general English learners.
What can be inferred from this phenomenon is that every child has their own characteristic
that will affect the way they study language. Actually, English teachers can present the
material well and meet all learners need if they ca teach the students by using an interactive
and fun way. In line with the statement above, i argue that the children can learn in an
interesting to the material which is preserved in joyful and meaningful context by using
certain technique which is called Mind Mapping.

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CHAPTER III
RESEARCH METHODS

This chapter describes the procedures of the study in order to find

out the answer of questions previously stated in chapter one. The chapter
covers: population , sample, research design, the instrument and data
analysis.
3.1 Population
A population is any group of individuals that has one or more characteristics in common
and that are of interest to the researcher (Best & Kahn, 2005:13). Gravetter and Forzano
(2008: 128) explain further information about what population is. They define population as
the entire set of individuals of interest to a researcher. Although the entire population usually
does not participate in a research study, the results from the study are generalized to the entire
population.

19

The subject of this study is the students at class VII SMP Laboratorium Undiksha
Singaraja in academic year 2011/2012 which was grouped into 4 classes. The total number of
the population is about 100 students. They are divided into nine classes, such as: VII 1, VII 2,
VII 3, VII 4. The distribution of the students in each class can be seen from the table below:

Class
Number of the students
VII 1
25
VII 2
25
VII 3
25
VII 4
25
Table 1. The distribution of students in each class

3.2 Sample
A sample is a set of individuals selected from a population and usually is intended to
represent the population in research study (Gravetter&Forzano, 2008: 128). Moreover,
according to Best and Kahn (2005:13), a sample is a small proportion of the population that is
selected for observation and analysis. In general population is the representation of whole
condition of the population which is done in a certain way for the sake of observation and
future analysis.
In here, this sampling involved purposive and cluster random sampling. A purposive
sample consists of individuals who have special qualifications of some sort representative on
the basis of prior evidence (Fraenkel and Wallen, 1993; 106). In this study, several classes
with the insignificant in terms of their mean score were chosen purposively. After that, it was
applied Cluster random sampling to select the sample. Cluster random sampling means that
all the population has the same chance to be selected as sample and the sample is selected
from pre-existing groups, such as classes. (Gravetter and Forzano, 2008; 143).
The samples of this research were two classes (VII 1 and VII 4) which were selected
based on the classification made by the school. This sampling also includes purposive and
20

cluster random samplings. Samples of purposive sampling are selected for a good reason tied
to the purpose of research (White, 2002). In this study, several classes with insignificant
difference in terms of their mean score in writing were chosen purposively. Afterward, cluster
sampling is applied to decide the next samples. Cluster random sampling means that all the
population has the same chance to be selected as sample and the sample is selected from preexisting groups, such as classes. (Gravetter and Forzano, 2008; 143). The role of the random
sampling here is to determine which classes will be the experimental and control group.
In choosing the next sample, researcher applies lottery technique. It is conducted to make
sure that all classes have the same opportunity to be selected samples. The lottery is applied
twice. The first is to determine two classes which will become samples and the second is to
determine which classes will belong to experimental and control groups. First of all, the
researcher asks the captain of each class to take the lotteries. The lotteries consist of a number
of rolls of paper according to the classes chosen from the purposive sampling. Two of them
have been given the signs E as the experimental group and C as the control group.

3.3 Research Design

The design of the study is quasi-experimental design, the Posttest Only, Equivalent
Control Group Design. In this design, which uses two groups, one group is given the
treatment and the results are gathered at the end. The control group receives no treatment,
over the same period of time, but undergoes exactly the same tests.
The formula is represented as follows :
R
R

O
O

21

From the design above two classes are selected to an experiment. A class is an
experimental group (R) which is given treatment (X) and a class is a control group which is
not given treatment.
3.4 Variable
Variables are conditions or characteristic which the expereimenter can manipulate,
control, or observe. There are two variables in ths study. The first is independet variable and
the second is dependent variable. Independent variable is a variable which is manipulated in
an experimental research. This variable commonly refers to the method of instruction and
learning material. On other hand, dependent variable is variable which is observed or
measured to determine the effect of independent variable (Fraenkel and Wallen 1993).
The independent variable in this study is Mind Mapping Strategy in teaching reading and the
dependent variable is students reading comprehension. The relationship between those variables
is presented as follows:

Independent Variable
Mind Mapping Strategy Strategy

Dependent Variable
Students Reading Comprehension

Figure 1. The Relationship between Independent and Dependent Variables

Mind Mapping Strategy is considered as the independent variable because it is the

treatment or manipulated variable that the researcher selects in order to assess the possible
effect on the dependent variable. Students reading comprehension is the dependent variable
because it is presumed to be affected by independent variable.

3.5 Research Procedure

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The data of this study were collected through the following procedures:
1. Preparing appropriate materials for teaching and learning process during the treatment
2. Consulting the instruments which are used in the study tothe experts (the researchers
supervisors).
3. Deciding the population of the study.
4. Measuring reading mean scores of the population.
5. Selecting two sample groups randomly from the population which have insignificant
difference from the measurement of the reading scores.
6. Applying lottery technique to determine which one of the two groups belongs to the
control group and experimental group.
7. Measuring the normality and homogeneity of both classes as well as proving that both
classes were insignificantly different.
8. Giving different treatments to both of the groups. Experimental group is treated by
using Mind Mapping Strategy, while the control group is treated by using
conventional reading strategy.
9. Administering posttest after giving the treatments to each group.
10. Analyzing posttest result descriptively and inferentially to draw a conclusion about
the study.

3.6 Research Instruments

Instrumentation is the whole process of collecting data (Fraenkel and Wallen,
1993). The instruments are intended to help the researcher to figure out the significant
differences in the reading comprehension of the seventh grade students of SMP Lab
Undiksha who are taught by using Mind Mapping Strategy assisted by picture and colour
and those students who are taught using Conventional reading technique.
3.6.1

Data Collection
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Data instrument can be identified as instruments used to collect the research data.
(Fraenkel and Wallen, 1993). This kind of instrument is used to gather data for data
analysis. There are two data collector instruments needed in this research, including
reading comprehension test (posttest) and holistic scoring rubric.
3.6.1.1 Reading Test (Post-Test Instrument)
Reading comprehension test which is has aim to measure students reading
ability is used as the instrument of this research. This reading test comprises 15
multiple choice items is tested to the experimental and control groups. The aim of
postest is to discover the students previous ability in reading and then postest is
conducted to assess students reading ability after having treatment.
The following is the syllabus for Junior High School (KTSP ) in reading
aspect that is taken as considerations in developing the test items.
Aspect
Reading

Standard
Competence
Understanding the
meaning of short
functional text
which related to the
environmet.

Basic Competence
Responding
the
meaning of form
functional text
(instruction,
anouncement,
invitation) in the
context of everyday
situation and also
to acces
knowledge.

Indicator
1. Student can
identify the
informations
in functional
text such as
anouncement
, isntruction,
invitation
2. Student are
able
to
identify the
topic of the
text.

Table 2. the syllabus for Junior High School (KTSP ) in reading aspect

3.6.1.2 Research Completed Instruments

In this study, researcher use research completed instrument to conduct the research, in
form of teaching scenario. the research applies two different ways in teaching reading for
24

two groups, control and experimental. Therefore the research completed instruments will
use two types of teaching scenario for both experimental and control group.
3.6.1.2.1 Teaching Scenario
In conducting teaching learning activities, teacher needs guidance for that
activity. In this research, teaching scenario is used as guidance in conducting teaching
learning activities. Teaching scenario will also helps the teacher in managing the
material that will be delivered to the students before conducting teaching learning
process.
In this study, the teaching scenario was prepared as guidance for teacher in
applying mind mapping assisted with picture and colour and conventional reading
technique. It was applied to control the activities of teaching and learning in order to
do research systematically.

3.7 Validity and Reliability Test of the Instrument

Validity is the state of being logically or legally acceptable (Hornby, 2000:1319).
Fraenkel and Wallen (1990:127) state that validity refers to the degree to which evidence
supports any inferences a researcher makes based on the collected data using a particular
instrument.
In order to make the test materials have high validity the writer only used a written
test in multiple choice test. The validity of the test material in this study would be checked
through the content validity. It is a form of validity which is based on the degree to which a
test adequately and sufficiently measures the particular skill or behavior is set out to measure.
3.7.1 Validity of Reading Test
There are 2 steps to make the instrument of the treatments valid as listed below:
a. Face Validity
25

Fraenkel and Wallen (1993) state that a test is considered to have face validity if it
looks convincing and applicable to the test user, examiners, and especially the
examinees. It is also about how easy it is to convince others that there is content
validity to the instrument (Mackey and Gass, 2005). The researcher needs to consult
the test to the expert. It is to make sure that test is good and to be able to achieve face
validity. In this case, teacher or lecture can be the expert.
b. Content Validity
According to Mackey and Gass (2007; 107), content validity is the representatives of
the measurement regarding the phenomenon about which we want information. It can
be said, content validity shows the representativeness of the items to the test which
respect to skill that is going to be measured. In order to achieve content validity of the
reading test, it was examined and the result was put in cross tabulation table and
calculated by using Gregorys formula. The highest amount of content validity is 1.0.
A test must provide accurate measurement consistently.
In this study, the test will be examined by two in terms of the appropriateness of the
items in the test with the course objectives. The result of the examination from both
examiners will be tested by Gregorys formula to find out the amount of content
validity. In this test, the examination result is put in cross tabulation table that consists
of four columns, namely A, B, C, and D. Column A shows the amount of
disagreement between examiners. Column B and C show the amount of different
agreement between examiners. Column D shows the amount of agreement between
examiners and content validity is determined by dividing the amount in column D by
total amount of column A, B, C, and D.

Second Expert
Low Relevance
High Relevance

First Expert
Low Relevance
A
C
26

High Relevance
B
D

Table 3. Cross Tabulation Table

The formula to get the value of content validity is as follows:

D
Content Validity=
A +B +C
Note:
A

: Disagreement between two experts

: Different agreement between two experts

: Different agreement between two experts

: Agreement between two experts

3.7.2

Validity Test for the Rubric

In this study, in making sure the test to be valid, the researcher does consultation with

the lecturer and English teacher. By doing consultation, the validity of the test is done. So the
researcher can make sure that the rubric appropriate and applicable to be uses in assessing
students performance and to check whether or not there are any unnecessary items. After
being consulted, the reading rubric that would be used in this study was considered valid.
3.7.3 Reliability
Reliability refers to the consistency of the scores obtained, how consistent they are for
each individual from one administration of an instrument to another and from one set of items
to another (Fraenkel and Wallen, 1990:133). In this study, a Kuder-Richardson 21 was used to
estimate the internal consistency reliability. Fraenkel and Wallen (1990:136) write that for
research purposes, a useful rule is that reliability should be at least 0.70 and preferably higher.
The formula is as follows;

KR-21 =

K
MK M
1
2
K 1
K SD
27

Where:
KR-21

: Kuder-Richardson Reliability Coefficient.

: Number of Items in the Test.

: Mean of the Set of the Test Scores.

SD

: Standard Deviation of the Set of the Test scores.

The formula of Standard Deviation is as follows;
SD

In which:
X

: The Students Total Score.

: The Number of the Students.

3.8 Data Analysis

The result of the test was analyzed descriptively. They were analyzed by using two forms
of statistical analysis, namely descriptive analysis and inferential analysis after obtaining the
scores from both grouping of the posttest. In this study, to find out the answer of the problem
statement, statistic analysis would be accomplished.
3.8.1 Descriptive Statistics
Descriptive statistics is used to analyze data by describing data collected as it is
without making the general conclusion (Sugiyono, 2007; 207). It is simply to describe what
the data shows. The descriptive statistics analyze data in terms of mean score, median, mode,
range and standard deviation. Then the mean scores for each group described and compared
between the two groups.
3.8.1.1 Mean
The mean is defined as the arithmetic average of a distribution of scores. It
is determined by adding the scores and dividing this sum by the number of
scores (Hinkle, Wiersma and Jurs, 1998:37). Mean scores of two groups are

28

obtained after giving posttest to the students. The formula can be seen as
follows:
X=

Y=

n1

Y
n2

Note:
X

=the mean score of control group

=the mean score of experimental group

x =total score of control group

y =total score of experimental group
n1 =total students in control group
n2 =total students in experimental group

3.8.1.2 Mode
The mode is defined as the most frequent score in a distribution of scores
and is determined by inspecting or counting the data rather than by
computation (Hinkle, Wiersma and Jurs, 1998:35). In this study, mode can
be used to see the most errors the students make in their writings.
3.8.1.3 Median
Median is the 50th percentile, the point on the scale of measurement below
which fifty percent of the score falls (Hinkle, Wiersma and Jurs, 1998:36).
When it is odd data, the median is the middle score. On the other hand,
when it is even, the median is the midpoint between two middle scores.
The formula of Median is as follows:

Mdn=+

N ( 0.50 )cf
( i)
fi

29

Note:
ll

=lower exact limit of the interval containing the N(0.50) score

=total number of scores

cf

=cumulative frequency of scores below the interval containing the

N(0.50) score

fi

=frequency of scores in the interval containing the N(0.50) score

=width of class interval

3.8.1.4 Range
The range of a distribution of scores gives the number of units on the scale
of measurement of the variable necessary to include the highest and
lowest scores (Hinkle, Wiersma and Jurs, 1998:14). Since it involves only
two most extreme scores in a distribution, the range can give a quick
(although rough) estimate of variability (Fraenkel and Wallen, 1993:165).
The formula is as follows:
Range=( Highest ScoreLowest Score ) +1
3.8.1.5 Standard Deviation
Standard Deviation according to Hinkle, Wiersma and Jurs (1998:47) is
the square root of the variance. It is given in the same units as the original
measurement of variable. It is used as a measurement of the spread or
dispersion of scores in a distribution. The formula is as follows:
s x = s x =
2

( X X )2

s y= sy=
2

n 11

Note:

30

( Y Y )2
n21

sx

=standard deviation of control group

sy

=standard deviation of experimental group

s2x =variance of control group

s2y =variance of experimental group
X

=the mean score of control group

=the mean score of experimental group

n1 =the total students of control group

n2 =the total students of experimental group
3.8.1.6 Pearsons Product-Moment Coefficient of Correlation
This is kind of correlation that finds out whether two kinds of scores are
correlated to each other or not (Best and Khan, 2005: 382). The formula is
as follows:
r=

xy
( x 2 )( y 2 )

Note:
xy

= the cross product of the mean subtracted from that score

x2

= the sum of the mean of X subtracted from each X score

squared

y2

= the sum of the mean of Y subtracted from each Y score

squared

3.8.2 Inferential Statistics

Inferential statistics means a set of procedures that allow the researcher to make
some inferences toward a population (Fraenkel and Wallen, 1993). According to
(Sugiyono, 2007), it can be used for analyzing the sample data and the result is
31

used for the population. The use of inferential statistics aims at whether or not there
is a significance of the scores of the two sample groups. Before the data is analyzed
inferentially some tests namely normality of the data and homogeneity of the
variance should be tested. Finally, Analysis of variance is conducted in order to
know whether the means of more than two samples are too different to attribute to
sampling error.
3.8.2.1 Test of Normal Distribution
The importance of normal distribution test is to know whether the data is
normal in its dispersion. Kalmogorov-smirnov test (KS-test) is employed to
know the normality of the data. An attractive feature of this test is that the
distribution of the K-S test statistic itself does not depend on the underlying
cumulative distribution function being tested.Another advantage is that it is
an exact test. A low significance value (less than 0.05) indicates that the
distribution of the data is significantly different to the normal distribution.
The data could be categorized as normally distributed if significance value
exceeds the value of .05. The formula is as follows:

D= F ( Y i )

i i
, F ( Y i)
N N

Note:
D

= significant value

F(Yi)

= theoretical cumulative distribution of the distribution

being tested

= n data

= number of sample

3.8.2.2 Test of Homogeneity of Variance

32

Levenes test of Equality of Error Varianceis used to know the

homogeneity of variance data. In this statistic test, the variance of the
groups is considered homogeneous if the significance value is higher
than the value of 0.05. If the significance value is less than the value of
0.05, it indicates that the variance of the groups is not homogeneous. The
formula is as follows:
k

W=

( N k )
( k1 )

N i ( Zi Z .. )2
i=1
k

Ni

( Z ijZ i .)2 '

i=1 j=1

Note:
W
k

= result of the test

= the number of different groups to which the samples

belong
N
= total number of samples
Ni
= the number of sample in ith group
Yij
= is the value of the jth sample from the ith group
Zij
= Yij Yi
Z..
= is the mean of all Zij
Zi.
= is the mean of the Zij fro group i
3.8.2.3 Analysis of Variance
Analysis of variance is very useful to know whether the means of more
than two samples are too different to attribute to sampling errors. The
analysis of variance includes three aspects, namely: total group variance,
within-group variance, and between group variance. Analysis of variance
in this study is to find whether or not there is a significant of means
among the total errors, errors of control group and errors of experimental
group. The formula is as follows:
MS b
F=
MS w
When,
MS b=

SS b
df b

33

SS b=

( X 1 ) ( X 2 )

MS w =

n1

SS w
df w

SS w = X
2
1

Note:
F
MSb
MSw
SSb
dfb
SSw
dfw

n2

( X )

=
=
=
=
=
=
=

( X 1)
n1

+ X
2
2

( X2)

n2

value of variance
the mean square between
the mean square within
between groups sum of squares
degree of freedom between
within groups sum of squares
degree of freedom within

3.8.2.4 Hypothesis Testing

After the data has been proven as homogenous and having normal
distribution, parametric test of two independent t-test is administered in
order to measure the significant difference between means of two
groups. T test which is conducted here is in the case of two sample
dependent case in Ho:1-2= 0. The test produces a value for t, The t-test
was analyzed by Levene statistic through SPPS 20 in which the formula
can be seen as follows:
t=

( X 1 X 2 )( 1 2 )
s X X
1

When,
sx x =
1

Note:
t
x1
x2
1 - 2
Sx1-x2

=
=
=
=
=

s1 s2
+
n1 n 2

the value of t
the mean of control group
the mean of experimental group
null hypothesis
standard error of mean difference
34

s1
= pooled estimate of variance of control group
s2
= pooled estimate of variance of experimental group
An criteria is also set to decide which of between H o and Ha will be
accepted or rejected. The criteria are as follows:
T value
tobs tcv

Meaning
The difference of the mean score of
the samples is significance, null

tobs tcv

hypothesis is rejected
The difference of the mean score of
the samples is not significance, null

hypothesis is accepted.
Table 4. Criteria of Determining Significant Difference
THE INTERPRETATION OF DATA ANALYSIS.
Result of Posttest of Class VII 1 (Control Group)
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

Samples
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24

Scores
67
74
66
75
86
66
69
73
66
75
69
67
73
81
86
79
69
74
66
72
78
68
84
71
35

25

Student 25

66

Result of Posttest for class VII 4 (Experimental Group)

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Samples
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25

Scores
75
86
78
72
85
71
81
84
75
84
78
77
67
88
71
80
78
81
84
78
81
78
81
86
84
Distribution of Data in Control Group

66 6

68 6

71 7

73 74

75 7

79 8

84 86

7
9
2
8
1
Control group
Frequency
9 3 1 3 1 1 2 2 2 1 1 1 1 2
The table shows that the lowest score for students in control group is 66 and the
highest score is 86.
Distribution of Data in Experimental Group.

36

Experimental group
Frequency

7
1

1
3

72
1

5
2

7
1

8
5

0
1

81
6

4
4

5
2

6
3

88
1

The table of distribution above shows that the lowest score for students in
experimental group is 67 and the highest score is 88.

1. Descriptive Statistical Analysis

In descriptive analysis, the data in posttest was analyzed to determine the measurement of
central tendency that involves calculation of mean, median, mode and the dispersion
tendency that involves the calculation of range and standard deviation.
Those measurements were used to give description of every group worked on their
performance in this study and were administered through the application of SPSS 16.

37

Descriptives
Name

Statistic Std. Error

Value Experimental Mean

95% Confidence
Interval for Mean

79.5667
Lower Bound

77.5554

Upper Bound

81.5780

5% Trimmed Mean

79.7593

Median

81.0000

Variance

29.013

Std. Deviation

5.38634

Minimum

67.00

Maximum

88.00

Range

21.00

Interquartile Range

Control

.98341

7.50

Skewness

-.578

.427

Kurtosis

-.373

.833

73.4000

1.14229

Mean
95% Confidence
Interval for Mean

Lower Bound

71.0638

Upper Bound

75.7362

5% Trimmed Mean

73.1111

Median

73.0000

Variance

39.145

Std. Deviation

6.25658

Minimum

66.00

Maximum

86.00

Range

20.00

Interquartile Range

9.50

Skewness

.630

.427

Kurtosis

-.540

.833

According to the descriptive table above, the result is described as follows:

a. Mean

38

Mean score for experimental group is 79.5667, while mean score for control score is
73.4000. It means that the experimental group achieved higher score than control
group.
b. Median
Median is the midpoint of score. It can be seen that the median score for both
experimental and control group are each 81.00 and 73.00.
c. Mode
Mode is the most frequent score in the distribution of data. From the previous table
of frequency, the mode for each experimental and control group is 81 and 66.
d. Range
The distance between the highest score and the lowest score for experimental group is
21 and for control group is 20.
e. Standard Deviation
Standard deviation is the difference between an observed score and the mean of the
distribution that is calculated by the square root of the variance. The calculation of
standard deviation through SPSS as shown in the table above for each experimental
and control group is 5.38634 and 6.25658.
f. Variance
From the table calculation, the variance for experimental group is 29.013. While the
variance for control group is 39.145.
Shortly, the result of descriptive statistics can be summarized as a the following
chart;

39

90
80
70
60
50

Experimental

40

Control

30
20
10
0
Mean

Median

Mode

Range

Std.dev Variance

The higher result of mean, median and mode of experimental group than the control
group indicates that the experimental group performed better than the control group. While,
different result for standard deviation and variance give estimation toward the variability that
the students achievement in the experimental group was more homogenous than the students
in control group. In other words, it indicates that the experimental group performed better and
has lower variability in its distribution than the control group.
To test whether or not both control and experimental groups differs significantly, the
data were analyzed inferentially.

2. Inferential Statistical Analysis

Inferential statistics analysis was administered to find out the difference of
significance of mean score between two groups, control and experimental. The data were
analyzed by using t-test. T-test belongs to parametric statistical test that is administered to
determine whether the difference between means of two groups is significant or not.
40

a. Testing of Normality
This study took significant of 0.05 (alpha level 5%), therefore the data must
exceed value 0.05 to be categorized having normal distribution.
Tests of Normality after Posttest
Tests of Normality
Kolmogorov-Smirnova
Name
Value Experiment
al
Control

Statistic

df

Sig.

Shapiro-Wilk
Statistic

df

Sig.

.138

30

.148

.943

30

.108

.126

30

.200*

.915

30

.020

a. Lilliefors Significance Correction

*. This is a lower bound of the true
significance.
Based on the calculation through Kolmogorov-Smirnov test, the data was normally
distributed. The table above shows the significant value for experimental group is 0.148, and
the control group is 0.2. Both of the groups show significant value that exceeds point 0.05
(5% alpha of significance), thus it drew a conclusion that the data were normal and fulfilled
the requirement of parametric statistic.
b. Test of Homogeneity
To check whether the distribution of data was homogeny, the test was done
through Levenes statistics. In Levenes statistic test, it is assumed that the variances
of groups are all equal when the significance value of data exceeds the point 0.05
(alpha 5%). The following is the result of homogeneity of variance test.
Test of Homogeneity of Variance after Posttest

41

Levene
Statistic
Value Based on Mean

df1

df2

Sig.

.600

58

.442

Based on Median

.677

58

.414

Based on Median and

with adjusted df

.677

57.938

.414

Based on trimmed mean

.597

58

.443

The value must exceed point 0.05 so that the data can be categorized as homogenous.
From the table, the significant values are each 0.442, 0.414, 0.414, and 0.443 that all exceed
value 0.05. Those result indicated that the variances of data were homogenous.
The data have been proved normally distributed and have homogeneity of variance,
and then the data were able to be analyzed further into hypothesis testing.

c. Hypothesis testing
Hypothesis testing was administered by applying parametric t-test. It was aimed at
analyzing the significance of mean difference between two groups, control and experimental.
The result of independent sample t-test obtained through SPSS 16 is provided as the
following:

42

Independent Samples Test

Levene's
Test for
Equality of
Variances

F
Valu
e

Equal
variances
assumed

Sig.

t-test for Equality of Means

95% Confidence
Std.
Interval of the
Mean
Error
Difference
Sig. (2- Differen Differenc
t

df

4.091

ce

Lower

Upper

.000

6.16667 1.50729

3.1495
9.18383
0

56.74
.000
6

6.16667 1.50729

3.1480
9.18525
8

.600 .442 4.091 58

Equal
variances not
assumed

tailed)

The table above shows two results of score, equal variances assumed and equal
variances not assumed. The significant value in the line Equal variances assumed shows point
0.442 (the same as the result of homogeneity variances through Lavenes statistics) which
higher than 0.05. It indicates the data have homogeneity variance and was used as the result
of t-test calculation.
From the table, it can be seen that the value of t (t observed) is 4.091. Meanwhile, the
value of tt was determined by measuring the significant value and degrees of freedom (df).
For significance value 0.05 (5%), the value of tt is 1.96. Before concluding the result, the
value of both to and tt is consulted by using table of t criteria as follows:

Table t Criteria

43

T value
tobs tcv

Meaning
The difference of the mean score of
the samples is significance, null
hypothesis is rejected
The difference of the mean score of

tobs tcv

the samples is not significance, null

hypothesis is accepted.

The value of t observed is 4.091, while the value of t critical value is 1.96. It means
that to(observed) > than tcv

(critival value)

. Regarding to the table above, it means that the null

hypothesis is rejected since there was significant difference between the samples of control
group and experimental group. This significance difference proves that the students in
Experimental group that were taught using Group Investigation Method assisted with pictures
achieved better result than the students in Control group that were taught using conventional
technique through storytelling.

44