The Implementation of Mind Map

Applying mind map in the learning process for facilitating the students’ reading comprehension to make fun and attractive English teaching and learning process for junior high school. As described in the study, mind map was one of the technique that make the students enjoy and focus on reading the texts material in teaching learning process so the students not bored about the lesson.45 _{In teaching} reading with the use of mind map for facilitating students’ reading, the teacher used some strategies to create enjoyable classroom atmospheare.

The strategy that the teacher used in implementing mind map is making seating arrangement. The teacher chooses by devided the class into some groups. It is bacause most of the teachers’ activities were conducted in a group. Having a modular arrangement or group sitting arrangement has a good impact on the students’ interection. It is supported by McCroskey studies, the modular arrangement is advocated for classess which student-student interection is most important.46 _{In this study, the teacher also used brainstorming strategy} to encourage the students to come up with thoughts and ideas. The teacher gives the opportunity for the students to discuss with their friend in a group and share their idea. Therefore, this may have

45_{Rizqiya, R. S. (2013). The Use of Mind Mapping in Teaching Reading Comprehension. ELTIN}

Journal, 32-43.

46_{McCorskey. (1978). Classroom Seating Arrangements: Instructional Communication Theory}

possitive effect on the learning. In line with the study entitle “The effect of using brainstorming strategy in developing creative problem solving skills47 _{which reveal that using brainstorming strategy had a} positive effect in developing the students’ creative thinking skills.

The third strategy that the teacher applied in order to help the students’ reading comprehension is applying scanning and skimming technique to make the students’ easier to read the reading text. The finding of the study entitled “The Analysis of Skimming and Scanning Technique to Improve Students in Teaching Reading Comprehension. In the previous study, the teacher used scanning and skimming technique to improve students’ reading comprehension. And based on the result, skimming and scanning are best technique to find the main idea, keyword, and content of the text without reading the entire of the text.48 _{So that the students would be easy getting the main topic of the} reading text because they do not need to read the whole text but only the important information from the text. Furthermore, the fourth strategy to help the students’ reading comprehesion is the teacher applied introducing vocabulary strategy in order to help the students to identify a difficult word. It supported with Harmer that, the best way of introducing new words is for the students to read text.49 _{But, from} the students’ new vocabulary, they need to know the meaning in order to enrich their vocabulary and also help to understand the reading text. So the teacher also applied the strategy which is applying grammar translation method. This method is a method to do translation and explaination about the words. It is supported with Larsen-Freeman

47_{Naser, A. (2015). The effect of using brainstorming strategy in developing creative problem}

solving skills among male students in Kuwaitl: A field study on Saud Al-Kharji School in Kuwait City. Journal of Education and Practice, 136-145.

48_{Intan Rani Aritonang, L. S. (2018). The Analysis of Skimming and Scanning Technique to Improve}

Students in Teaching Reading Comprehension. Professional Journal of English Education, 101- 106.

that, grammar translation method is a method that purposed to help the students to read and understand. This method also facilitate the grammar of the target language and students become more familiar with their native language with their foreign language and the vocabulary to the students’ own languange.50 _{This method helps the} students to understand the meaning and get the main points from the reading text.

Then, the fifth strategy that applied by the teacher is the role of the teacher as fasilitator. In this study, the teacher facilitate the students to make mind map for their reading comprehension. It is related with the theory of fasilitator according to Harmer. The teacher as facilitator is the students give the responsibilities to do the activity and do the task in the class.51 _{In this condition, the role of the teacher} not as a controller and the authority. But, the role of the teacher is as a facilitator and a useful resource for the students to do the activity

The next strategy in order to know the students’ reading comprehension is giving the students some multiple questions to answered by the students. The students just need to find the best answer from the reading text. It means that the teacher applied literal comprehesion to know the students’ reading comprehension. Literal comprehension means the readers catch the information from a reading text which identified based on the facts that are given in the text.52 _{While the students are doing the exercise, the teacher played} the song in order to make the students more enjoy and have a high motivation to do the exercise. Song has a positive effect on the

50_{Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. UK: Oxford}

University Press.

51_{Harmer, J. (1998). The practice of English language teaching. UK: Longman.}

52_{C. Kennedie, E. (1981). Method in Teaching Developmental Reading 2nd Edition. America: F. E.}

students. They motivate the positive learning experience and improve their knowledges.53 _{And the last strategy is the teacher gives a} feedback for the students to evaluate the learning process. This strategy is really helpful for the teacher to make sure that students understand or not about the material and the exercise that the teacher give. It is supported with Harmer that, feedback can be very helpful for the students. Decisions about the way to react overall performance will depend on the stage of the lesson, the activity, the type of mistake made and particular student who is making that mistake.54