THE EFFECTIVENESS OF USING MIND MAPPING IN IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT (A Quasi Experimental Study at The Second Grade of SMA Mathla’ul Huda Parung Panjang-Bogor) By: Sheira Ayu Indrayani 109014000107 THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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THE EFFECTIVENESS OF USING MIND MAPPING IN
IMPROVING STUDENTS’ READING COMPREHENSION OF
NARRATIVE TEXT
(A Quasi Experimental Study at The Second Grade of SMA Mathla’ul Huda
Parung Panjang-Bogor)
By:
Sheira Ayu Indrayani
109014000107
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
v
ABSTRACT
THE EFFECTIVENESS OF USING MIND MAPPING IN IMPROVING
STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT A
Quasi Experimental Study at the Second Grade of SMA Mathla’ul Huda Parung
Panjang-Bogor. Skripsi of English Education at Faculty of Tarbiyah and
Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
The objective of this study is to find the effectiveness of mind mapping in
improving students’ reading comprehension achievement, especially for narrative
text at the second grade students of SMA Mathla’ul Huda Parung Panjang Bogor
academic year 2013/2014. The subjects of this study were 70 students.
Experimental research was used as a method in this study. The study was
carried out in two classes, they are the controlled class and the experimental class.
The data were gathered through tests which were delivered into the pre-test and
the post-test.
The result of the study showed that the mind mapping technique is
effective to use in teaching reading comprehension of narrative text. Gained score
of the experimental class (27.14) is higher than the controlled class (17.71). From
the result of statistic calculation, it is obtained that the value of t-observation (to) is
3.47 and degree of freedom (df) is 68. In the table of significance 5%, the value of
degree of significance is 1.66. Comparing those values, the result is 3.47 > 1.66
which means t-observation (to) score is higher than t-table (tt) score. In other
word, the Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is
rejected. Therefore, teaching reading comprehension of narrative text by using
mind mapping technique is effective.
Keywords: Mind Mapping Technique, Reading Comprehension, Narrative Text,
Experimental Study.
SHEIRA AYU INDRAYANI (PBI)
vi
ABSTRAK
THE EFFECTIVENESS OF USING MIND MAPPING IN IMPROVING
STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT A
Quasi Experimental Study at the Second Grade of SMA Mathla’ul Huda Parung
Panjang-Bogor. Skripsi of English Education at Faculty of Tarbiyah and
Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Penelitian ini dilakukan untuk mengetahui keefektifan tehnik mind
mapping dalam meningkatkan prestasi belajar siswa dalam memahami bacaan dari
teks narasi pada siswa kelas 2 SMA Mathla’ulhuda tahun akademik 2013/2014.
Subjek penelitian ini terdiri dari 70 siswa.
Penelitian eksperimen adalah metode yang digunakan di dalam penelitian
ini. Penelitian ini diadakan di dalam dua kelas, yaitu kelas kontrol dan kelas
eksperimen. Data dikumpulkan melalui tes yang diberikan melalui pre-test dan
post-test.
Hasil dari penelitian menunjukkan bahwa tehnik mind mapping efektif
digunakan dalam pengajaran memahami bacaan dari teks narasi. Gained score
yang diperoleh kelas eksperimen (27.14) lebih tinggi daripada kelas control
(17.71). Dari hasil kalkulasi statistik, dapat diperoleh bahwa nilai dari t-observasi
(to) adalah 3.47 dan degree of freedom (df) adalah 1.66. Dalam table signifikan
5%, nilai degree of freedom adalah 1.66. Dengan membandingkan nilai-nilai
tersebut, hasilnya adalah 3.47 > 1.66 yang berarti skor t-observasi (to) lebih besar
dari skor t-tabel (tt). Dengan kata lain, Hipotesis Alternatif (Ha) diterima dan
Hipotesis Null (Ho) ditolak. Oleh karena itu, pengajaran memahami bacaan dari
teks narasi menggunakan tehnik mind mapping efektif.
Kata kunci: Tehnik Mind Mapping, Memahami Bacaan, Teks Narasi, Penelitian
Eksperimental.
SHEIRA AYU INDRAYANI (PBI)
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
Praised be to Allah, Lord of the world, who has given mercy and
blessing to the writer in finishing this skripsi. Peace and salutation be upon to the
prophet Muhammad SAW, his family, his companion, and his adherence.
In this occasion, the writer would like to thank to her beloved family,
Tonny Soelistyo Wahyudi and Suarni as her parents, and her brother Muhammad
Fadel Azhari for their prayers, understanding, support, and motivation.
The writer also would like to address her great honor and attitude to her
advisors, St. Nurul Azkiyah, M.Sc, Ph.D and Yenny Rahmawati, M.Ed for their
guidance and valuable advices during the writer did this skripsi.
The writer’s sincere gratitude also goes to:
1. Drs. Syauki, M.Pd., the Head of English Education Departement.
2. All lecturers of English Education for the useful knowledge and skills
given.
3. Ratu Nurul Ulfah, S.Sos.I.MM., the Headmaster of SMA Mathla’ul Huda
Parung Panjang Bogor for giving permission to the writer to do
observation and research.
4. Ferry Setiawan, S.Pd., and Sita Yulia as the English Teachers at SMA
Mathla’ul Huda Parung Panjang Bogor.
5. All of the teachers and the second year students at SMA Mathla’ul Huda
Parung Panjang Bogor.
6. All of her friends in English Education Department, especially C Class for
academic year 2009 and the members of Bloom Project.
7. All of her friends in PPKT at SMAN 1 Parung Bogor.
8. To any other persons whose are named cannot be mentioned one for their
contribution to the writer during finishing her skripsi.
viii
The writer realizes that her writing is still far from being perfect.
Therefore, she would like to accept some suggestions and criticizes for this skripsi
and it will be so valuable for her.
Jakarta, 12 Mei 2014
The Writer
ix
TABLE OF CONTENT
COVER ..................................................................................................... i
PAGE OF APPROVAL ........................................................................... ii
ENDORSEMENT SHEET ...................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ......................................... iv
ABSTRACT .............................................................................................. v
ABSTRAK ................................................................................................ vi
ACKNOWLEDGEMENT ....................................................................... vii
TABLE OF CONTENT ............................................................................ ix
LIST OF TABLES .................................................................................... xi
LIST OF PICTURE .................................................................................. xii
LIST OF APPENDICES .......................................................................... xiii
CHAPTER I. INTRODUCTION ....................................................... 1
A. The Background of The Study ................................ 1
B. The Problem of The Study ...................................... 4
C. The Limitation of The Problem .............................. 5
D. The Formulation of The Problem ........................... 5
E. The Objective of The Study .................................... 5
F. The Significance of The Study ............................... 5
CHAPTER II. LITERATURE REVIEW ........................................... 6
A. Reading ................................................................... 6
B. Reading Comprehension ......................................... 7
1. The Definition of Reading Comprehension ..... 7
%20taking%20notes%20with%20mind%20maps.pdf (Accessed on February 9th, 2014). 34 Mady Casco, The Use of “Mind Maps” in The Teaching of Foreign Languages,
http://www.madycasco.com.ar/articles/mindmaps.PDF(Accessed on February 9th, 2014).
21
From those explanation above, it can be concluded that mind mapping
naturally just a technique which has both positive and negative things inside.
Oftentimes, the learners can take the advantages through this technique,
meanwhile the disadvantages cannot be separated from its use. Hence, it depends
on the user to maximize the advantages of using mind mapping.
F. Teaching Reading Comprehension of Narrative Text Through
Mind Mapping
The explanation below is the procedures of teaching narrative text
through mind mapping:
First : introduce the procedure of making mind mapping and review about
narrative text. Later, tells the students about the advantage of using
mind mapping in learning text, especially narrative text.
Second : at the first meeting, divides the students into some groups which
consist of 3-4 members in each. It is used to let the students learn first
about making mind mapping together. For the second meeting, the
students are asked to make their mind mapping individually.
Third : give students instruction to read and comprehend the text first. After
comprehending the story, they have to write and draw their
comprehension through mind mapping.
Fourth : the students tell their mind mapping in front of the class, then some
others give their opinion; whether they have similar thinking about the
text. For the second meeting, there are only some students present
their mind mapping. It is used to maximalize the used of time.
Fifth : the students have to answer some questions related to the text, in order
to make sure whether their reading comprehension are helped by mind
mapping. The questions are given after the students present their mind
map in front of the class.
In short, students are explained about the concept of mind mapping and
the advantages of mind mapping in the beginning of teaching reading
comprehension through mind mapping. Then, they are divided into some groups
22
to draw their own mind mapping. After that, they are asked to comprehend
narrative text in group which later they are asked to draw its mind mapping based
on what they comprehend about the text. Then, they have to present their mind
mapping in front of the class. at the end of the presentation, the students discuss
whether or not each group of students have similar idea about the text. Finally, the
students have to answer the questions about the text. It is used to know their
comprehension. In this case, the teacher has role as facilitator.
G. Previous Studies
The first previous study is taken from Panatda Sirriphanich‟s study
about the improvement of reading comprehension by using mind-mapping as
written on his article “Using Mind Mapping Technique to Improve Reading
Comprehension Ability of Thai EFL University Students”.35
Heconducted the
research by using one group pre-post test experimental research design to 35
1styear students at Songkhla Rajabhat University, Muang Songkhla who were
learning “English for communication and reading skills” as a compulsory subject.
He found that mind mapping improved students‟ English reading comprehension
as in the post test mean score of students was higher than the pre test mean score
at the 0.05 level of significance. Moreover, most students were satisfied with their
own reading comprehension ability, and the last, they enjoyed working in group
and agreed that mind mapping technique was a useful technique and can be
applied to non-English subjects. Findings and implications for further research are
discussion. To support his research, there are fifteen students (5 highly successful,
5 who did not show any improvement, and 5 unsuccessful) were selected for
retrospective interviews after getting the score in post test.
The study above has more differences than similarity with the writer‟s
study. The differences are on the place, population and sample, method, and
35Panatda Siriphanich, Using Mind Mapping Technique to Improve Reading
Comprehension Ability of Thai EFL University Students (The 2nd International Conference on
Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla
University).
23
design of the study. The only similarity with the writer‟s study is on the use of
mind mapping as the way to know the effectiveness in reading comprehension.
The second related study is The Effectiveness of Mind Map Technique
in Learning Reading Comprehension of Narrative Text (A Quasi-Experimental
Study at The Second Year Students of SMPN 13 Kota Tangerang Selatan) by Ika
Yuli Astuti.36
The objective of this research is to find out the effectiveness of
mind map technique in learning reading comprehension of narrative text. It is an
experimental study which was conducted in two classes by using non-equivalent
control group design, thus there was different treatment in each. The writer
conducted the observation, interview, and test to gather the data. Later, the data
was analysed through t-test. The result shows that mind map is effective to use in
teaching and learning process of narrative text. It can be seen from the t-test value
is higher than t-test table (to > tt = 6.43 > 2.68).
The study above has both the similarities and the differences with the
writer‟s study. The similarities are having the same technique (mind map), using
test as the instrument, and choosing narrative text as the material. The differences
are on the place, sampling technique, and the use of observation and interview as
the collecting data techniques of the study.
The last related study is Teaching Reading Comprehension Through
Mind Mapping: A Case of The Eleventh Grade Students of SMA N 2 Demak in the
academic year 2008/2009 by Ana Amalia.37
The objective of this study is to find
out the effectiveness of using mind mapping in improving students‟ reading
comprehension achievement. It is a pre-experimental study which use random
sampling in getting the sample. The collecting data is only through the test. The
result indicates that using mind mapping in teaching reading comprehension is
effective to improve student‟s reading comprehension achievement. It can be seen
36Ika Yuli Astuti, The Effectiveness in Learning Reading Comprehension of Narrative
Text (A Quasi-Experimental Study at The Second Year of SMPN 13 Kota Tangerang Selatan),
(Skripsi, Faculty of Tarbiya‟ and Teachers‟ Training, Syarif Hidayatullah State Islamic University,
Jakarta, 2012). 37Ana Amalia, Teaching Reading Comprehension Through Mind Mapping: A Case of
The Eleventh Grade Students of SMA N 2 Demak in the academic year 2008/2009, (Skripsi,
Faculty of Language and Art Education, IKIP PGRI Semarang, 2008).
24
from the result of pre-test and post-test; the average score of pre-test = 12,6 and
the standard deviation = 8,88. Meanwhile, the average score of post-test = 21,7
and the standard deviation = 9.
The study above has both the similarities and differences with the
writer‟s study. Mind mapping as the technique studied and test as the instrument
are the similarities in this case, while the differences are on the place, sampling
technique, and the research design.
H. Conceptual Framework
Reading comprehension is one of important English aspects which
should be mastered by students. The fact states, especially in Indonesia, students
can answer the questions correctly when they can comprehend the text in national
exam. In fact, some students are still getting difficult to comprehend the text, so
do in SMA Mathla‟ul Huda Parung Panjang Bogor. They have low achievements
in facing text questions, like getting main idea, supporting details, and even
deciding the schematic structure of the text (narrative). Undeniable, there are
many aspects engage in this problem. Mostly, the problems faced are getting the
main idea and the information stated. This situation is adding up by students‟
reading habit that low; they think that reading is bored activity to do. Jeremy
Harmer states that students need to be engaged with what they are reading. In
other words, the students should be involved in joyful reading.38
Using mind mapping as a technique will help students comprehend
what they read joyfully. As stated before, reading comprehension is important to
be learned to increase students‟ comprehension especially in the target language
text form. By arising students‟ interest in comprehending the text through mind
mapping, students can explore their knowledge and vocabulary in the target
language materials.
Helping students in comprehending what they read, especially narrative
text, is good as long as the technique used be able to increase students‟
38 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 1986), p. 9.
25
achievement in reading comprehension materials. In line with this, mind mapping
becomes an alternative way in teaching reading comprehension. This technique is
choosen because it can stimulate the students‟ pleasure in teaching and learning
process of reading comprehension; they are free to write and draw what they
comprehend about the materials.
If students get in used with this technique, the writer assumes that
students get better achievement in reading comprehension. Moreover, it can be
effective in teaching and learning process of reading comprehension in classroom.
Therefore, the writer wants to teach reading comprehension, especially narrative
text, by using mind mapping.
I. 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.39
Hypotheses are formulated to draw a connection between two
variables.40
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 mind mapping technique. The writer
formulates the null hypothesis (Ho) as follow:
“Using mind mapping technique is not effective in improving students‟
reading comprehension achievement at the second grade students of SMA
Mathla‟ul Huda Parung Panjang Bogor.”
39 John W. Creswell, Educational Research (3rd ed.), (New Jersey: Pearson Prentice
Hall, 2008), p. 137. 40Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT.
Rineka Cipta, 2006), p. 73.
26
2. The Alternative Hypothesis (Ha)
This hypothesis is the null hypothesis opposite. It is examined statistically.
The writer uses this hypothesis as follows:
“Using mind mapping technique is effective in improving students‟ reading
comprehension achievement at the second grade students of SMA Mathla‟ul
Huda Parung Panjang Bogor.”
27
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research design and method, the place and
time of the research, the population and sample of the research, the data collection
technique, the content of the intervention, the data analysis technique, and the
statistical hypotheses.
A. The Research Design
This research was conducted quantitavely through quasi-experimental
design. McMillan and Schumacher state that quasi-experimental research is a
good design of the research because although it is not true experiments, it
provides reasonable controlled over most sources of invalidity and it is usually
stronger than the pre-experimental design.1 Quasi-experimental design focuses on
treatment and outcome, hence the data was taken from pre-test and post-test in
order to know whether or not mind mapping is effective than expository technique
in improving students’ reading comprehension achievement. In this research
design, there are two kinds of classes used. There are the experimental class
which used mind mapping technique and the controlled class by expository
technique.
B. The Place and Time of The Research
The research was held in SMA Mathla’ul Huda which is located on Jl.
Raya Mohammad Toha No.10, Parung Panjang Bogor 16360. This research was
carried out for a month, start from February 4th
, 2014 to March 4th
, 2014 in the
even semester 2013/2014.
1James H. McMillan and Sally Schumacher, Research in Education-6th ed., (Boston:
Pearson Education, 2006), p. 273.
28
C. The Population and Sample of The Research
A population is a group of elements or cases, whether individuals,
objects, or events, that conform to specific criteria and to which the results of the
research are generalized.2 In this case, the population of this research is the second
grade students of SMA Mathla’ul Huda Parung Panjang Bogor. There are only
two classes of the second class, therefore the technique of sampling that used by
the writer is quota sampling. Quota sampling is used when the researcher is
unable to take a probability sample but is still able to select subjects on the basis
of characteristics of the population.3
In this research, the population were 80 second grade students in two
classes. The writer took XI IPS as the experimental class that has 40 students and
XI IPA as the controlled class that has 40 students. XI IPS was chosen as the
experimental class because it had lower mean score in pre-test than XI IPA; XI
IPS was 52,71 and XI IPA was 54,29. The experimental class was taught reading
comprehension through mind mapping technique, while the other was taught
through expository technique. The teaching and learning process was carried out
for four meetings.
In the last, the writer only got 35 students’ data as sample in each class.
This condition happened because there were some students who did not come in
each meeting, either in pre-test, treatment, or post-test. Hence, the writer decided
to take only 35 students as sample in each class based on their attendance.
D. The Data Collection Technique
To know the effectiveness of mind mapping technique in this
quantitative research, the writer used test as the instruments to get the data
through multiple choice questions. There were two kinds of test used:
2Ibid., p.119.
3Ibid., p.126.
29
1. Pre-test
Pre-test was delivered at the first time before the writer applied the
treatment in both experimental and controlled class. The pre-test was held
on February 14th
, 2014.
2. Post-test
Post-test was held as the final test after the writer applied the treatment. It
is used to see whether or not mind mapping effective to improve students’
reading comprehension achievement. The post-test was held on March 4th
,
2014.
Each test was arranged into 20 items of multiple choices taken from
some students’ English books. The tests were given both to the experimental and
controlled classes’ students.
Before giving the tests to the sample, the writer had tested the tests to
the second grade students of SMA PGRI 4 Bogor. It was held to know the validity
and reliability of pre-test and post-test. The validity and reliability of the
instrument were analyzed by using ANATEST software.
The result shows that the instrument were reliable. The reliability score
is 0.74 while the standard of reliable is 0.60. Hence, it can be concluded that is is
reliable. At last, the writer limited the questions into 20 from 30 questions that
were tested, with 6 questions were eliminated and some others were choosen as
the questions after edited. (for further data, see appendix 1)
E. The Content of The Intervention
This study is focused on students’ achievement of reading
comprehension in narrative text. The writer designed four meeting in this study.
In the first meeting, the pre-test was given to get students’ background
knowledge. The second to the third meeting, the students were taught about
narrative text through different treatment. While the experiment class was taught
through mind mapping technique, the controlled class was taught by expository
technique. After giving the treatment, the students in each class had to answer
some questions related to the text. It is used to know whether the students got
30
higher improvement in their reading comprehension achievement after using mind
mapping than using expository. In the last meeting, the post-test was given to
check whether students’ achievement of reading comprehension in narrative text
increased or not.
F. The Data Analysis Technique
The gathered data are used to find out the differences of
students’achievement in experimental class and controlled class. In line with this,
the writer uses statistic calculation through t-test formula in manual calculation
and SPSS (Statistic Product and Statistic Solution). It is used to examine the
significance difference of students’ reading comprehension achievement between
experimental class and controlled class. The formula of t-test as follow:4
Notes:
M1 = Mean of Variable X (experimental class)
M2 = Mean of variable Y (controlled class)
SE = Standard Error
There are several stages taken to get the calculation of t-test, it can be
seen as follow:
1. Determining Mean of variable X, with formula:
∑
2. Determining Mean of variable Y, with formula:
∑
4Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006), p. 314.
31
3. Determining Standard of Deviation Score of Variable X, with formula:
√∑
4. Determining Standard of Deviation Score of Variable Y, with formula:
√∑
5. Determining Standard Error Mean of Variable X, with formula:
√
6. Determining Standard Error Mean of Variable Y, with formula:
√
7. Determining Standard Error of different Mean of Variable X and Mean of
Variable Y, with formula:
√
8. Determining to with formula:
9. Determining Degrees of Freedom (df), with formula:
G. The Statistical Hypotheses
Before deciding the result of hypothesis, there are statistical research
hypotheses as follows:
Ho : { }
Ha : { }
32
Notes:
Ho = Null hypothesis
Ha = Alternative hypothesis
μ1= students’ reading comprehension achievement, who are taught through mind
mapping.
μ2 = students’ reading comprehension achievement, who are taught without mind
mapping.
The writer’s assumption of those hypotheses are as follow:
1. If to > ttable, the Null Hypothesis (Ho) is rejected and alternative hypothesis
(Ha) is accepted. It means there is a significant difference of students’ reading
comprehension achievement between students who are taught through mind
mapping and students who are taught without mind mapping.
2. If to < ttable, the Null hypothesis (Ho) is accepted and alternative hypothesis
(Ha) is rejected. It means there is no a significant difference of students’
reading comprehension achievement between students who are taught
through mind mapping and students who are taught without mind mapping.
33
CHAPTER IV
RESEARCH FINDING
This chapter presents findings of the study. The findings describe into
the data description, the data analysis, and the data interpretation.
A. The Data Description
This part shows the general description of students’ scores in both the
experimental class and the control class. The description is divided into some
sections: the pre-test scores, the post-test scores, and the gained scores.
1. The Pre-test Scores
Table 4.1 reports the students’ pre-test scores of the experimental class
and the control class. There are 35 students in both the experimental class and the
controlled class.
Table 4.1
The Students’ Pre-test Scores
Students The Pre-test Scores of
Experimental Class
The Pre-test Scores of
Controlled Class
1 50 50
2 45 50
3 60 45
4 55 50
5 70 50
6 35 35
7 60 50
8 55 70
9 50 50
10 55 55
11 50 45
34
12 50 70
13 45 50
14 50 55
15 65 50
16 45 45
17 50 65
18 55 55
19 60 55
20 50 55
21 45 55
22 40 70
23 50 55
24 65 50
25 60 55
26 45 70
27 40 50
28 50 55
29 60 70
30 55 50
31 50 45
32 40 50
33 60 50
34 70 55
35 60 70
1845 1900
Mean 52.71 54.29
The above table shows the students’ pre-test scores of the experimental
class and the controlled class. The test was given in the first meeting before giving
any treatment. Both the experimental class and the controlled class have 35 as the
35
lowest score of pre-test, 50 as the median score, and 70 as the highest score.
Besides, the mean score of experimental class is 52.71 and the controlled class is
54.29. Hence, it can be concluded that the pre-test scores of the experimental class
and the controlled class seemed to be equivalent.
2. The Post-test Scores
Table 4.2 reports the students’ post-test scores of the experimental class
and the controlled class. Each class has 35 students as the sample.
Table 4.2
The Students’ Post-test Scores
Students The Post-test Scores of
Experimental Class
The Post-test Scores of
Controlled Class
1 85 80
2 75 75
3 90 80
4 70 75
5 85 70
6 70 75
7 70 70
8 85 85
9 80 75
10 75 75
11 70 80
12 80 90
13 75 75
14 80 70
15 90 85
16 75 70
17 85 80
18 85 60
19 90 70
36
20 80 55
21 85 50
22 75 55
23 80 60
24 75 50
25 70 80
26 85 85
27 85 70
28 70 75
29 80 55
30 75 80
31 85 70
32 75 85
33 85 65
34 95 65
35 80 80
2795 2520
Mean 79.86 72.00
The data above are the post-test scores of the experimental class and the
controlled class. The post-test was given in the last meeting after the treatment. In
the post-test, the lowest score of the experimental class is 70 and the controlled
class is 50. Meanwhile, the median of the experimental class is 80 and the
controlled class is 75. Besides, the highest score of the experimental class is 95
and the controlled class is 90. The mean of the experimental class is 79.86 and the
controlled class is 72.00. Therefore, it can be seen that the experimental class has
higher significant score than the controlled class. Later, the writer did T-test to
know whether post-test score of the experimental class and the controlled class is
different.
37
3. The Gained Scores
Table 4.3 below reports the gained scores of the experimental class and
the controlled class. Both the experimental class and the controlled class have 35
students.
Table 4.3
The Gained Scores of The Experimental Class and The Controlled Class
Students The Gained Scores of
Experimental Class
The Gained Scores of
Controlled Class
1 35 30
2 30 25
3 30 35
4 15 25
5 15 20
6 35 40
7 10 20
8 30 15
9 30 25
10 20 20
11 20 35
12 30 20
13 30 25
14 30 15
15 25 35
16 30 25
17 35 15
18 30 5
19 30 15
20 30 0
21 40 -5
22 35 -15
38
23 30 5
24 10 0
25 10 25
26 40 15
27 45 20
28 20 20
29 20 -15
30 20 30
31 35 25
32 35 35
33 25 15
34 25 10
35 20 10
950 620
Mean 27.14 17.71
The table data above describes that the gained score for the
experimental class is higher than the controlled class. The lowest gained score of
the experimental class is 10 and the controlled class is -15, while the highest
gained score of the experimental class is 45 and the controlled class is 40.
Meanwhile, the median of the experimental class is 30 and the controlled class is
20. In addition, the mean of gained score in the experimental class is 27.14 and
the controlled class is 17.71.
B. The Data Analysis
This section is intended to answer the research question whether mind
mapping is effective to improve students’ reading comprehension achievement at
the second grade of SMA Mathla’ul Huda Parung Panjang Bogor. T-test was used
to answer the research question and conducted in both the experimental class and
the controlled class by using SPSS:
39
Table 4.4
The t-test of Pre-test in The Experimental Class and The Controlled Class
Group Statistics
Group N Mean
Std.
Deviation
Std. Error
Mean
Pretest Exp 35 52.71 8.518 1.440
Cont 35 54.29 8.672 1.466
Independent Samples Test
Levene's
Test for
Equality
of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differ
ence
Std.
Error
Differe
nce
95% Confidence
Interval of the
Difference
Lower Upper
Pretest Equal
variances
assumed
.182 .671 -.765 68 .447 -1.571 2.055 -5.672 2.529
Equal
variances
not
assumed
-.765 67.
978 .447 -1.571 2.055 -5.672 2.529
Table 4.4 reports the t-test analysis of pre-test of both the experimental
class and the controlled class. The analysis showed that the difference was
significant at .447. It indicates that there is no significant difference between the
pre-test score of the experimental class and the controlled class; the significance
level of 0.447 is higher than 0.05. Therefore, it can be concluded that the pre-test
scores of the experimental class and the controlled class are equal. The group
statistics table shows that the mean of experimental is 52.71 and the mean of
40
controlled class is 54.29. Meanwhile, the mean difference both the experimental
class and the controlled class is -1.571. Besides, the interval of the difference is
between -5.672 and 2.529.
Secondly, after analyzing the t-test score of pre-test in the experimental
class and the controlled class, the t-test was also done for post-test score in the
experimental class and the controlled class. The result can be seen as follow:
Table 4.5
The t-test of Post-test in The Experimental Class and The Controlled Class
Group Statistics
Group N Mean
Std.
Deviation
Std. Error
Mean
Posttest Exp 35 79.86 6.805 1.150
Cont 35 72.00 10.516 1.778
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differ
ence
Std.
Error
Differ
ence
95% Confidence
Interval of the
Difference
Lower Upper
Posttest Equal
variances
assumed
5.280 .025 3.711 68 .000 7.857 2.117 3.632 12.082
Equal
variances
not
assumed
3.711 58.
224 .000 7.857 2.117 3.619 12.095
41
Table 4.5 describes the t-test analysis of post-test for both the
experimental class and the controlled class. The significance different was
showed, that is 0.000. This result reports that the significance level of 0.000 is
lower than 0.05, in other words it can be concluded that there was the significance
of the treatment. The group statistics table shows that the post-test score mean of
the experimental class is 79.86 and the controlled class is 72.00. In addition, the
mean difference between the experimental class and the controlled class is 7.857.
Meanwhile, the interval of the difference is between 3.632 and 12.082.
The last, in order to see the comparison of scores between the
experimental class and the controlled class, the writer took t-test measurement of
gained score in both of them. Gained score is calculated by computing the
difference between the pre-test and post-test scores for each student. It is really
important to know whether there is a significant difference between them and to
answer whether the alternative hypothesis (Ha) is accepted or rejected. In other
words, this score is to strengthen the statistical calculation of the improvement
score from the pre-test to the post-test. The t-test calculation can be seen as
following table:
Table 4.6
The t-test of Gained Scores in The Experimental Class and The Controlled
Class
Group Statistics
Group N Mean
Std.
Deviation
Std. Error
Mean
Gained Exp 35 27.14 8.769 1.482
Cont 35 17.71 13.468 2.277
42
The above tables describes that there is a significant difference from
measurement score of the experimental class and the controlled class. Based on
the result of the statistic calculation above, the score of tobserve is 3.471. By using
degree of freedom 5%, the value of 68 (the degree of significance) as stated in the
t-table is 1.664.
Besides, the writer also made the calculation from the scores of the
experimental class and the controlled class by using manual formula. The
following table is the result of the comparison between the experimental class and
the controlled class:
Table 4.7
The Comparison Scores of Each Student in The Experimental Class and The
Controlled Class
STUDENTS X Y X-MX Y-MY (X-MX)2 (Y-MY)
2
1 35 30 7.86 12.29 61.78 151.04
2 30 25 2.86 7.29 8.18 53.14
3 30 35 2.86 17.29 8.18 298.94
4 15 25 -12.14 7.29 147.38 53.14
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. T df
Sig.
(2-
tailed)
Mean
Differ
ence
Std.
Error
Differ
ence
95% Confidence
Interval of the
Difference
Lower Upper
Gained Equal
variances
assumed
3.696 .059 3.471 68 .001 9.429 2.716 4.008 14.849
Equal
variances
not
assumed
3.471 58.
435 .001 9.429 2.716 3.992 14.865
43
5 15 20 -12.14 2.29 147.38 5.24
6 35 40 7.86 22.29 61.78 496.84
7 10 20 -17.14 2.29 293.78 5.24
8 30 15 2.86 -2.71 8.18 7.34
9 30 25 2.86 7.29 8.18 53.14
10 20 20 -7.14 2.29 50.98 5.24
11 20 35 -7.14 17.29 50.98 298.94
12 30 20 2.86 2.29 8.18 5.24
13 30 25 2.86 7.29 8.18 53.14
14 30 15 2.86 -2.71 8.18 7.34
15 25 35 -2.14 17.29 4.58 298.94
16 30 25 2.86 7.29 8.18 53.14
17 35 15 7.86 -2.71 61.78 7.34
18 30 5 2.86 -12.71 8.18 161.54
19 30 15 2.86 -2.71 8.18 7.34
20 30 0 2.86 -17.71 8.18 313.64
21 40 -5 12.86 -22.71 165.38 515.74
22 35 -15 7.86 -32.71 61.78 1069.94
23 30 5 2.86 -12.71 8.18 161.54
24 10 0 -17.14 -17.71 293.78 313.64
25 10 25 -17.14 7.29 293.78 53.14
26 40 15 12.86 -2.71 165.38 7.34
27 45 20 17.86 2.29 31.98 5.24
28 20 20 -7.14 2.29 50.98 5.24
29 20 -15 -7.14 -32.71 50.98 1069.94
30 20 30 -7.14 12.29 50.98 151.04
31 35 25 7.86 7.29 61.78 53.14
32 35 35 7.86 17.29 61.78 298.94
33 25 15 -2.14 -2.71 4.58 7.34
34 25 10 -2.14 -7.71 4.58 59.44
35 20 10 -7.14 -7.71 50.98 59.44
950 620 0.1 0.15 2614.29 6167.14
Mean 27.14 17.71 0.00 0.00 74.69 176.20
The procedures of calculation are as follow:
1. The mean of variable X
Mx =
44
Mx =
Mx= 27.14
2. The mean of variable Y
My =
My =
My = 17.71
3. Determining standard of deviation score of variable X
SDx = √
SDx = √
SDx = √
SDx = 8.64
4. Determining standard of deviation score of variable Y
SDy = √
SDy = √
SDy = √
SDy = 13.27
45
5. Determining standard error of mean of variable X
SEx=
√
SEx=
√
SEx=
√
SEx=
SEx = 1.48
6. Determining standard error of mean of variable Y
SEy =
√
SEy =
√
SEy =
√
SEy=
SEy = 2.28
7. Determining standard error of different mean of variable X and variable Y
SEMX-My = √
SEMX-My = √
SEMX-My = √
46
SEMX-My = √
SEMX-My = 2.72
8. Determining to
to =
to =
to =
to = 3.47
9. Determining t-table in significance level 5% with degree of freedom (df)
df = (N1 + N2) – 2
df = (35 + 35) – 2
df = 70-2
df = 68
Thus, the degree of freedom (df) is 68 and the critical value of the df 68
by using the degree of significance 5% is 1.664 and the tobserve is 3.47
Clearly, it can be seen that the post-test score of experimental class is
higher than the score of controlled class. The result of the comparison between
tobserve and ttable is 3.47 > 1.66 = tobserve > ttable.
C. The Data Interpretation
In this section, the writer describes the interpretation of the research
finding and summarizes the hypotheses. The research is held to answer the
question whether the use of mind mapping is effective to improve students’
47
reading comprehension achievement at the second grade of SMA Mathla’ul Huda
Parung Panjang Bogor. In order to answer the question, the writer writes the
Alternative Hypothesis (Ha) and the Null Hypothesis (Ho) as follows:
1. The Null Hypothesis (Ho): there is no significant difference of students’
reading comprehension achievement between students who are taught
through mind mapping and students who are taught without mind mapping.
2. The Alternative Hypothesis (Ha): there is a significant difference of students’
reading comprehension achievement between students who are taught
through mind mapping and students who are taught without mind mapping.
To prove the hypothesis, the data obtained in experimental class and
control classes are calculated by using ttest formula with assumption as follows:
1. If to > ttable, the Null Hypothesis (Ho) is rejected and alternative hypothesis
(Ha) is accepted. It is proven that mind mapping is effective to improve
students’ reading comprehension.
2. If to < ttable, the Null hypothesis (Ho) is accepted and alternative hypothesis
(Ha) is rejected. It is proven that mind mapping is not effective to improve
students’ reading comprehension.
According to the analysis of the results above, there is a significant
difference between the post-test score in the experimental class and controlled
class. Both of t-test results by using SPSS and manual formula are the same. The
results show that the experimental class got higher post-test score than the
controlled class. Thus, there is a significant measurement score in the
experimental class and the controlled class. The data are Mx= 27.14, My= 17.71,
SDx= 8.64, SDy= 13.27, t(70) = 3.47.
The result reports that the t-test is higher than t-table (3.47 > 1.66). It can
be defined that teaching reading comprehension of narrative text by using mind
mapping is more effective than teaching reading comprehension of narrative text
without mind mapping since alternative hypothesis (Ha) was accepted and the null
hypothesis was rejected. In other words, teaching reading comprehension of
narrative text by using mind mapping gives positive influence on the students’
achievement of the second grade in SMA Mathla’ul Huda Parung Bogor.
48
CHAPTER V
Conclusion and Suggestion
A. Conclusion
This research was conducted by using quasi-experimental design which
is aimed to find out whether mind mapping is effective to improve students’
reading comprehension achievement. Based on the statistical calculation at the
previous chapter, there is a significant difference between teaching reading
comprehension of narrative text by using mind mapping technique and without
using mind mapping technique. The result shows that the value of t-test (3.47) is
higher than ttable (1.66) at the significance level 5%, it means that the Null
Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is accepted.
Hence, mind mapping technique is effective to improve students’ achievement in
reading comprehension of narrative text at the second grade of SMA Mathla’ul
Huda Parung Panjang Bogor.
B. Suggestion
The writer wants to give following suggestions based on the conclusion
above:
1. The teachers have to be creative in order to make teaching and learning
process become more interesting, enjoyable, and effective for students.
2. The students have to force theirselves to read more the reading text in
order to get more knowledge and make reading activity becomes habit.
3. Both the teachers and students can well collaborate in teaching and
learning process. It is used to make them easier in solving the problems
faced in teaching and learning process.
The suggestion above are given based on the research that was done by
the writer. The writer hopes the suggestion can give positive contribution for
improving the teaching and learning process in SMA Mathla’ul Huda Parung.
49
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