NAME : SITI SA’DIYAH (7A)

TITLE : IMPROVING STUDETS’ READING SKILLS THROUGH MIND MAPPING

Journals :

1. Sheira Ayu Indrayani (2014) did a research entitled “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)”. From the research can be conclude The research is held to answer the
question whether the use of mind mapping is effective to improve students’ reading
comprehension achievement at the second grade of SMA Mathla’ul Huda Panjang Bogor. 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. Riska Dwi Cahyani, Abdul Asib, A Dahlan Rais (2015) did a research entitled “Improving
Students’ Reading Comprehension Through Mind Mapping”. The conclusion is The
implementations of mind mapping as the teaching technique in teaching learning activity
showed that: (1) the use of mind mapping improves the students’ reading comprehension;
(2) the use of mind mapping improves the English class situation especially in reading class.
3. Rachma Patria, Muhammad Sukirlan, Editha G. Simanjuntak did a research entitled
“INCREASING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING
TECHNIQUE FROM NARRATIVE TEXT”. The conclusion is the use of mind mapping
technique increased the students’ reading comprehension in all aspects of reading
comprehension, such as determining main idea, finding detail information, inference,
reference, and vocabulary. Moreover, mind mapping mostly increased the students’ reading
comprehension in inference, in which their ability in that aspect was 9.99% increased
significantly. It was because mind mapping helps the students to remember information because
there was symbols/pictures or even colors that could differentiate keywords/sub topics that can
enhance the human’s brain.
4. Novia Wulandari did a research about “Implementation of Story Mapping and Mind Mapping
Toward Students’ Reading Comprehension Enhancement: A Comparative Study”. The researcher
concludes that there is no significant difference between those who acquire Story Mapping and
those who acquire Mind Mapping. However, both techniques are effective in enhancing students’
reading comprehension because each group achieved higher score after being treated with
the techniques.
5. Wirda, Hanafie Sulaiman, Wahyudin (2014) did a research about “USING MIND MAPPING
TECHNIQUE TO IMPROVE READING COMPREHENSION OF THE SECOND YEAR
STUDENTS”. After analyzing the data descriptively and statistically, we can know the
researcher draws some conclusions. Firstly, the result of the data analysis shows that the
use of mind mapping technique can improve students’ reading comprehension of the second
year of SMP Negeri 2 Kasimbar especially year XIII B. Secondly, the researcher concludes that
the hypothesis of the research was accepted. This case shows there is significant difference
between the pre-test and post-test result. The last is, the students responses are the students
involve in comprehending the idea and the meaning context of reading and they acquire
information explicitly stated in the text.
6. Melli Kusmaningrum (2016) did the research about “USING MIND-MAPPING TO IMPROVE
READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE 4TH
SEMESTER STUDENTS OF STAIN CURUP”. Several conclusions can be drawn. First, there
was a significant improvement in reading comprehension after the students were taught by
using mind-mapping. Second, there was a significant improvement in writing achievement
after the students were taught by using mind-mapping. Third, there was a significant
difference in reading comprehension achievement between the students who were taught by
using mind-mapping and those who were not. Fourth, there was a significant difference in
writing achievement between the students who were taught by using mind-mapping and
those who were not. Then, the students gave various feedbacks towards the use of mind-
mapping in learning reading and writing.
7. Noor Chairani (2015) did thr research entitled “IMPROVING READING COMPREHENSION
USING MIND MAPPING CONCEPT”. It can be conclude that the purpose of using mind
mapping is to assess learners' understanding in drawing generalizations of identifying topic.
main ideas, details or recognizing text structures (main idea and supporting details).
Analyzing the form of text, then they will be able to summarize a text rvell. Learners are asked to
show their work by gallery rvalk. Teachers can apply jigsarv method or other methods in
shor.ving learners' rvorks. Feedback can be given in presenting the rvorks. Mind mapping
concept boosts leamers' creativity in visual izing texts given.
8. Bustami Usman, Redha Maidatija, Siti Sarah Fitriani did a research about “USING CONCEPT
MAPPING TO IMPROVE READING COMPREHENSION”. It can be conclude that The
Concept Mapping technique improved the reading comprehension ability of students
significantly (p = 0.006). The Concept Mapping technique significantly improved the
 ability of the students in finding the main idea and in recognizing words (Main Idea = 0.044,
Word Recognition = 0.015).
9. Syahrur Ramadhan, Regina, Urai Salam (2014) did a research about “TEACHING READING
THROUGH MIND MAPPING STRATEGY IN NARRATIVE TEXT FOR READING
COMPREHENSION”. The conclusions are the role of mind mapping strategy proves that the
student’s achievement on reading comprehensin of narrative text is good and it is found that they
have good enthusiasm and understanding in reading comprehension through this technique.
Furthermore, this technique can lead the students to think more and guide them in reading
comprehension text.
10. Mohammad Mahmoud Talal Mohaidat (2018) did a research about “The Impact of Electronic
Mind Maps on Students’ Reading Comprehension”. The conclusion is in general, and based on
the findings of this study and the findings of most of the reviewed studies, mind maps have
proven their effectiveness in activating memory, raising the level of understanding of reading
texts, and increasing their efficiency in organizing ideas and presenting them to others. Mind
maps also increased students’ self-confidence about their learning as they could depend on the
information.
11. Prof. Dr. Awaratef Ali Sheir, Yasser Abdul Fatah Mustafa, Dr. Heba Mustafa Abdullah did a
research about (“The Effectiveness of Mind Mapping Technique for developing Reading skills in
EFL Preparatory School Stage”. It can be conclude that, there is statistically significant difference
between the means of preparatory school. Schools scores on the pre-post application of the
reading test in the overall reading skills in favor of the post application of the test.
12. NADIATUL MAKNUN (2018) did a research about “THE USE OF MIND MAPPING
TECHNIQUE TO IMPROVE 11th GRADE HIGH SCHOOL STUDENTS’ READING
COMPREHENSION OF EXPLANATION TEXT. AN EXPERIMENTAL STUDY AT SMAN 3
MATARAM”. It can be conclude that As the postive impact of mind mapping it considered that
this activity gradually helps increasing the number of vocabulary mastery for some students; It
motivates the students to reread the explanation text given to them many times; and mind
mapping could be one of technique that can be introduced to students in order to provide new
learning experience.
13. Lani Suryani (2013) did a research about “IMPROVING STUDENTS’ READING SKILLS BY
USING THE MIND MAP TECHNIQUE AT SMA N 1 KRETEK IN THE ACADEMIC YEAR
OF 2013/2014”. The conclusion is the aim of the implementation of the mind map was to
improve the students‟ reading skills. When the students used the the mind map technique,
they could read and comprehend the texts easily.
 14. Phatchara Phantharakphong, Suteera Pothitha (2013) did a research about “Development of
English Reading Comprehension by Using Concept Maps”. The conclusion is the concept map
training or the semantic mapping technique could improve their students’ reading comprehension
because they could understand the text more easily through the concept map.
15. Tatik Muflihah, Tiyas Saputri (2018) did a research about “MIND MAPPING: A STRATEGY
TO IMPROVE STUDENTS’ READING SKILLS”. From the research it can be conclude that
mind mapping activate students’ prior knowledge which in turn, enables them to generate ideas
through interesting way.

All of the journals are use the same technique to improve students’ reading ability by using main mapping
technique. All of the theories said that mind map could improve the students‟ reading skills. They could
grasp information from a text they read and understood it. They could identify the main and detail
ideas of the text. The technique also improved the students‟ creativity and vocabulary mastery. The
interesting ways of making mind map could make the students read texts effectively and
efficiently. They also became good in paraphrasing a sentence which represented their understanding of
information within the sentence. Teachers should make sure that they are able to select and apply proper
techniques for teaching reading comprehension; one of the techniques which teachers may use is
Concept Mapping. By implementing the Concept Mapping technique students are able to learn actively
during the teaching-learning process, this technique is also effective in improving students‟
comprehension skills. Teachers may be able to reach their learning goals by using the Concept
Mapping technique in their teaching-learning processes. This study can be an additional reference
related to the implementation of the Concept Mapping technique for researchers who are conducting
similar studies in other schools. This study was still limited by the number of meetings for the
teaching-learning processes. Therefore, if there can be more meetings when doing another study the time
should be sufficient for getting more data.