Enacting Mind Mapping in Learning Reading at Seventh Grade Student of SMP Terpadu Madinatul Ulum: Exploring the Opportunities

Rosita Sari, Verryna (2023) Enacting Mind Mapping in Learning Reading at Seventh Grade Student of SMP Terpadu Madinatul Ulum: Exploring the Opportunities. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Reading is a dynamic process of identifying, comparing, evaluating, and applying important ideas. Readers should strive to understand the main idea of a paragraph without necessarily understanding every sentence. Comprehending and understanding written text is an essential skill for academic success. However, school education often fails to address the challenges students face when acquiring knowledge. Students who experience reading difficulties often do not receive enough attention from educators. One of the common obstacles that students with reading difficulties face is a lack of vocabulary. Mind mapping is an important strategy for teaching English as a second language, especially reading. It can also help students strengthen their vocabulary in secondary school.
This research focuses on a one-topic question of how can the enactment of mind maps engage secondary school students in learning reading? . The objective of this research is to describe the enactment of mind maps in engaging secondary school students in learning reading.
This research used a qualitative approach with a case study design. One junior high school in Jember was the subject of this research. The research involved students aged between 13 and 14 who were in seventh grade. For gathering the data, the researcher used participant observation, semi-structured interviews, and document review.
According to the research findings, there are two main benefits or opportunities of enacting mind maps in engaging the students’ reading comprehension, they were: expanding students' vocabulary memory in reading comprehension and assisting the students' reading comprehension. Based on the data analysis, by using mind mapping, the students were able to remember vocabulary more strongly and understand the text better because they could see the content of the text visually and improve their comprehension.

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