Improving Students’ Reading Comprehension Through Mind Mapping Technique

The purpose of this study was (1) to show the effect of teaching techniques on students' reading comprehension at the eighth grade students of junior high school in Pandeglang (2) to show the effect of grammar mastery on students' reading comprehension at the eighth grade students of junior high school in Pandeglang (3) to show the effect teaching techniques and grammar mastery simultaneously toward students' reading comprehension at the eighth grade students of junior high school in Pandeglang. The research method used was an experimental method with two-way ANOVA analysis. The sample was eighty students of the eighth grade of senior high school Pandeglang and the sampling was done through a qualitative approach, data collection was carried out by means of a test filled with respondents. Data analysis consisted of: descriptive statistical analysis, data analysis requirements test (normality and homogeneity test), and hypothesis testing with two-way ANOVA. The statistical test used probability test (Sig.). This research was conducted from April to July 2015. The results showed that there is an effect of teaching techniques on students' reading comprehension. This is proved by the Sig. = 0.000 <0.05. There is an effect of grammar mastery on students' reading comprehension, this is evidenced by the Sig. = 0.000 <0.05. There is an effect of teaching techniques and grammar mastery simultaneously on students' reading comprehension, this is proved by the Sig. = 0.000 <0.05.

This Classroom Action Research aims to improve students' learning outcomes on the Fathu Makkah material through the application of the Mind Mapping technique at MI Plus Ma'arif NU Jatinegara. The background of this study is the low understanding of students on narrative Islamic history material, so a more effective and interesting learning strategy is needed. The Mind Mapping technique was chosen because it can help students organize information visually, improve memory, and facilitate systematic understanding of concepts. This research was conducted in two cycles with the stages of planning, implementation, observation, and reflection. The subjects of the study were grade V students of MI Plus Ma'arif NU Jatinegara. Data were collected through learning outcome tests, observations, and interviews, then analyzed descriptively qualitatively and quantitatively. The results of the study showed an increase in student learning outcomes after the application of the Mind Mapping technique, marked by an increase in the average class value and student activity in learning. Thus, the use of the Mind Mapping technique has proven effective in improving learning outcomes on the Fathu Makkah material. It is recommended that teachers apply this technique as an alternative in teaching Islamic history material to make it more interesting and easier for students to understand.

This essay titled “The Effectiveness Of Mind Mapping Technique In Teaching Essay Writing Descriptions (Experimental Studies in Grade IV SDIT Atikah Musaddad In 2013-2014 School Year) Mind map technique is the one of writing technique with brain comprehensive approach in order to make comprehensive note in one page. Mind map use visual image and the other graphical instrument to give deeper impression. Mind map technique imitate the workings of the brain record and remember the information through symbol, picture, emotional meaning, and color. Mind map technique make the information or cognition easier to be memorized and pleasure. In learning to write description essay, teachers often use learning techniques that are less fun for their student. Moreover, the student are faced with the problem difficulty in pouring the resulting picture of sensing the object. Because of this, researchers try to apply mind mapping technique in teaching writing descriptive essays to determine the effectiveness of these techniques.Researches propose the following research problems with 1) how the mind map preparation techniques in teaching essay writing descriptions in grade IV SDIT Atikah Musaddad in 2013-2014 school year ?. 2) how the implementation of mind mapping technique in teaching essay writing descriptions in grade IV SDIT Atikah Musaddad in 2013-2014 school year ?. 3) how the effectiveness of mind mapping technique in teaching essay writing descriptions grade IV SDIT Atikah Musaddad in 2013-2014 school year?This research uses experimental methods with one-group pretest posttest design. Samples used in this study were students in grade IV SDIT Atikah Musaddad in 2013-2014 school year. Procedures conducted research as much as 2 meetings. Pretest and posttest values taken from every encounter with the object descriptions of different themes. Based on the hypothesis testing results show that the mind mapping technique effectively used in teaching essay writing descriptions. The results obtained from the two sample paired t test, t count =2,50 &gt; from t table = 2,06 at the first meeting and t count =3,76 &gt; from t table = 2,06 at the second meeting. Besides that, the data gain suggest that increased students' ability to write essays every meeting including low category with a value of 0.1. Thus conclude that learning to write essays descriptions mind mapping technique in grade IV SDIT Atikah Musaddad in 2013-2014 school year effectively used despite the increase include the category of low. The study is expected to be the basis for other research done on mind map technique with the indicator as well as different objects.

The purpose of this research was to find out whether the use of story mapping technique is effective or not in improving students’ reading comprehension on the narrative text at Senior High Schools in Luwu Utara. This research applied pre-experimental design. The population of this research was the tenth grade students SMAN 3 Luwu Utara. The samples of this research were 10 students. The sampling technique in this research was purposive sampling. The instrument of this research was reading test of narrative texts. The researcher gave pretest and posttest to the students. SPSS 20 was used to analyze the data. The result of this research showed that the use of story mapping technique in in improving students’ reading comprehension is effective. It proved by the result of the data indicated that there was a significant difference between the pre-test and post-test. The mean score in the pre-test was 47.80 and the mean score in the post-test was 81.40. The value of t0 (ttest) = 8.297, the value of tt (ttable) = 2.262 at the level of significance is 5% (0,05) with degree of freedom (df) = 9. Based on the result namely 8.297&gt; 2,262 or t0 (ttest) was higher than tt (ttable), t0 &gt; tt, it means that the story mapping technique is effective in improving students’ reading comprehension on the narrative text at Senior High School No. 3 in Luwu Utara. Key Words: Reading Comprehension, Narrative Text, Story Mapping Technique.

This study was conducted to investigate the effect of using Group Investigation Technique (GIT) in teaching reading comprehension at the second grade class of a junior high school in Banda Aceh and to identify the most difficult reading comprehension aspect that students at that level faced. An experimental design was used and the data were collected through tests as so for the instruments. There were two tests, namely pre-test, and post-test, applied in the form of multiple-choice questions. The population of this study was all of the second-grade students. Then, two classes were randomly chosen as the samples: experimental class and controlled class. The findings indicated that there was an improvement in students’ achievement in the experimental class. The study applied gain-score calculation in which the mean for the experimental class was 0.57, while the controlled class was 0.22. The researchers also used the t-test to prove the hypotheses. The result showed that t-scoret-table or 34.761.68, which means the H1 is accepted and H0 is rejected. To conclude, the students who were taught reading comprehension by using GIT achieved significant improvement. Besides, after the determination of the mean of the post-test and pre-test scores which were divided into four aspects of reading comprehension: main idea (MI), vocabulary (V), detailed information (DI), and reference (R), the result showed that MI=25.91, V=28.64, DI=25.00, and R=31.59. Therefore, it was found that the most difficult aspect of reading comprehension was detailed information (DI. Meanwhile, time management becomes a paramount concern in implementing the GIT due to its nature of complexity.

This Research entitled improving the students’ reading comprehension by using comic strips at SMA MUHAMMADIYAH-7 Serbelawan. It concerned with the problem: Does comic strips effective to improve students’ reading comprehension through narrative text at the eleventh grade of SMA MUHAMMADIYAH-7 Serbelawan?. To answer the research problem, some theories are used: Kligner, Vaughn &amp; Boardman (2007), to Patel and Jain (2008), Snow (2002), Arikunto(2009,2010). Reading is basic skills which should be studied are speaking, listening, reading and writing and a process of looking at series of written symbols and getting meaning from them. Comic strips is some series of drawing that tell a story and drawings interrelated panels to display brief humor or form a narrative often serialized with text in balloons and captions and with the comic strips can improve reading comprehension of students in English. This research is designed into quantitative research by following experimental design of control class and experimental class. The population is 216 students and the sample is taken by using cluster sampling technique so that the sample is 72 students. The research subject is XI IPA1 as experimental class and XI IPA2 as control class of SMA MUHAMMADIYAH-7 Serbelawan. Research instrument is multiple choices. The data analysis is started from scoring the students’ answer sheet, tabulating students’ pre-test and post-test scores, calculating the standard deviation pre-test and post-test scores. Based on the data analysis, it was found before the treatment of using comic strips, value pre-test was 1904 and mean (average) was 52,88 in post-test get value was 2132 and mean (average) was 59,22 and the standard deviation pre-test was 10,20 and post-test was 10,01. get value pre-test was 1972 and mean (average) was 54,78 in post-test value was 3004 and mean (average) was 83,45 and the standard deviation pre-test was 6,91 and post-test was 6,93. Using comic strips effective in improvingstudents’ reading comprehension through narrative text at the eleventh grade of SMA MUHAMMADIYAH-7 Serbelawan. The t-table value is on the amount sample (n) 72 subtracted 2 then the number of sample will be 70 which the value of t-table was 1,99. Then, result was df(degree of freedom) =70. So, the t-test result was than 5,73&gt; 4,22 &gt;1,99. It can be concluded that result of experimental class more of control class result that the researcher was accepted

This Research entitled improving the students’ reading comprehension by using comic strips at SMA MUHAMMADIYAH-7 Serbelawan. It concerned with the problem: Does comic strips effective to improve students’ reading comprehension through narrative text at the eleventh grade of SMA MUHAMMADIYAH-7 Serbelawan?. To answer the research problem, some theories are used: Kligner, Vaughn &amp; Boardman (2007), to Patel and Jain (2008), Snow (2002), Arikunto(2009,2010). Reading is basic skills which should be studied are speaking, listening, reading and writing and a process of looking at series of written symbols and getting meaning from them. Comic strips is some series of drawing that tell a story and drawings interrelated panels to display brief humor or form a narrative often serialized with text in balloons and captions and with the comic strips can improve reading comprehension of students in English. This research is designed into quantitative research by following experimental design of control class and experimental class. The population is 216 students and the sample is taken by using cluster sampling technique so that the sample is 72 students. The research subject is XI IPA1 as experimental class and XI IPA2 as control class of SMA MUHAMMADIYAH-7 Serbelawan. Research instrument is multiple choices. The data analysis is started from scoring the students’ answer sheet, tabulating students’ pre-test and post-test scores, calculating the standard deviation pre-test and post-test scores. Based on the data analysis, it was found before the treatment of using comic stripsvalue pre-test was 1904 and mean (average) was 52,88 in post-test get value was 2132 and mean (average) was 59,22 and the standard deviation pre-test was 10,20 and post-test was 10,01. get value pre-test was 1972 and mean (average) was 54,78 in post-test value was 3004 and mean (average) was 83,45 and the standard deviation pre-test was 6,91 and post-test was 6,93. Using comic strips effective in improvingstudents’ reading comprehension through narrative text at the eleventh grade of SMA MUHAMMADIYAH-7 Serbelawan. The t-table value is on the amount sample (n) 72 subtracted 2 then the number of sample will be 70 which the value of t-table was 1,99. Then, result was df(degree of freedom) =70. So, the t-test result was than 5,73&gt; 4,22 &gt;1,99. It can be concluded that result of experimental class more of control class result that the researcher was accepted

The purposes of the study were 1) to examine the effectiveness of the KWL plus mind mapping learning management on Thai grade 9 students&amp;rsquo; reading comprehension and 2) to study the participants&amp;rsquo; satisfaction with the KWL plus mind mapping learning management. The study employed a one-group experimental design, with 25 students from a public school in Mahasarakham province participating. The research instruments included a KWL Plus mind mapping learning management plan, a reading comprehension test, and a satisfaction questionnaire. Data were collected through pre-tests, post-tests, and during the implementation of six sub-learning lessons. The effectiveness of the learning management plan was assessed using process-product effectiveness (E1/E2), post-test effectiveness (E2), and an effectiveness index (E.I.). The results indicated significant improvements in students&amp;#39; reading comprehension, with the learning management plan showing a high effectiveness index (E.I. = 0.82). Additionally, the students expressed a very high level of satisfaction (average x̄ = 4.85) with the learning approach. This study contributes to the field of reading development by providing evidence of the combined effectiveness of KWL and mind mapping techniques in enhancing language learning in similar educational contexts.

Reading is one of the fundamental skills that students must master from the early stages of education. Good reading ability not only supports students’ understanding of various subjects but also contributes to the development of critical thinking skills. However, low reading interest and limited reading comprehension abilities remain significant challenges in primary education. This condition affects the quality of learning and limits students’ ability to understand information in depth. Therefore, the use of engaging and effective learning media is necessary to improve students’ reading abilities. This study aims to examine the effect of using flashcard media on the reading comprehension ability of fourth-grade elementary school students. The research employed a quantitative approach with a quasi-experimental design. The research population consisted of all fourth-grade students, with a total sample of 36 students, divided into 17 students in the experimental group and 19 students in the control group. Data were collected through a pretest and a posttest, and then analyzed using tests of normality, homogeneity, and hypothesis testing. The results of the study indicate that the use of flashcard media has a significant positive effect on students’ reading comprehension ability. These findings suggest that interactive visual media can serve as an effective pedagogical strategy to improve the quality of reading instruction and strengthen literacy skills among elementary school students.

Abstract. This research is motivated by the low writing skills of poetry. This is characterized by students' poetry writing skills that are not productive, still informative, students are still difficult to express their ideas, and are less attractive to students because they only use one technique. One learning technique that can improve poetry writing skills is mind mapping techniques. Mind mapping is also a learning technique to stimulate students' imagination in generating ideas, recording and summarizing using mind mapping. This study aims to examine the effect of Mind Mapping Technique on Poetry Writing Skills of students in elementary school.This study was an experimental study of Quasi Experimental Design with Nonequivalent Control Group Design. The population in this study were all fifth grade students of class V. Sampling is done by saturated sample technique (total sampling), namely VB class as an experimental class and VA class as a control class. The experimental class consisted of 34 students and the control class consisted of 36 students. The instrument used to determine the effect of mind mapping techniques is observation and documentation. The experimental class was treated by using mind mapping techniques in poetry writing skills while the control class without using mind mapping techniques.Based on the results of the pretest obtained the average value of the experimental class 60 and the average value of the control class 64.2. From the results of the comparison of the two sample classes, there was a difference in value of 3.7, so it can be concluded that there is no significant difference between the two pretest grades, meaning that the two classes have the same initial ability. Next, learning was conducted using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. After learning is given then in both classes posttest is conducted. For the experimental class obtained an average value of 82 and for the control class obtained an average value of 77.5. From the results of testing hypotheses with a significant level of 0.05 obtained a significant value of 0,000 because sig. &lt;α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary school. Keywords: Mind Mapping Techniques, Writing Skills, Poetry

In the field of education, educators often do not fully understand the extent of their students’ knowledge. As a result, the importance of students' cognitive abilities is frequently overlooked, even though these abilities can serve as a benchmark for improving the quality of education. The use of an appropriate learning model can be an alternative strategy to achieve learning success. This study aims to determine the effect of the Think-Talk-Write (TTW) learning model on students' cognitive abilities in natural science subjects. The TTW model is a learning strategy designed to encourage students to think critically, discuss their ideas verbally, and write down their thoughts based on the cognitive processes they have undergone. The research method used in this study was quasi-experimental. The sample was determined using a purposive sampling technique, selecting class X.1 as the experimental class and class X.2 as the control class. The population in this study consisted of all Grade X students at Muhammadiyah High School in Serang City. Data collection techniques included tests (in the form of multiple-choice questions) and non-test instruments (in the form of learning implementation observation sheets). Data were analyzed using descriptive statistical techniques, including validity tests, reliability tests, normality tests, homogeneity tests, and hypothesis testing with the assistance of SPSS version 25. The results of the independent sample t-test showed a significance value of 0.012, which is less than the significance level α = 0.05. Therefore, H1 is accepted and H0 is rejected, indicating that the Think-Talk-Write (TTW) learning model has a significant effect on students' cognitive abilities.

The objective of this research is to know the difference situation of students before and after giving treatment and to know the effect of using Think Aloud Strategy toward students’ reading comprehension on English text at second semester of the eighth grade of SMP N 2 WIDANG in the academic year of 2018/2019. It is consists of 7 classes, VIII A- VIII – G, using cluster random sampling. In this research, the population was the eighth grade of SMP N 2 WIDANG. In collecting the data, researcher used test as research instrument in the form of multiple choice, the test consist of 25 multiple choice item. From the data analysis computed by using SPSS. The result of the data indicated that, there was difference between the value of students pre-test and post-test. The mean score of post-test (76.13) was the higher than the score obtained in the pre-test (70,25). From t- count, the researcher found that, the value of t-count (2.152) was higher than t-table (1.671) at the level of significance 0.05 degree of freedom (df) = 62. Based on the finding of the research, the researcher concluded that Think Aloud Strategy (TAS) had effective toward students’ reading comprehension on English text.

There have been many attempts to improve the habits of mind of high school students in Biology through various learning models. However, only a few research results show efforts to improve students' habits of mind through the creative problem solving learning model with mind mapping techniques. Therefore, the purpose of the study was to determine the effect of the creative problem solving learning model with mind mapping techniques on increasing the habits of mind of high school students in learning biology. The pre-experimental method was used with the one group pretest-posttest design. Involving three research classes with 108 students taken by cluster random sampling and getting the same treatment using the creative problem solving learning model with mind mapping techniques. Research data collection uses essay and habits of mind questionnaires. The implication of this research is to increase students' habits of mind. students become accustomed to using their minds critically, creatively and able to control themselves very well as evidenced by an increase in posttest scores on essay tests and habits of mind questionnaires with an average of 86% and 83% (very good) with an average N-Gain 66% and 52% (medium), so the creative problem solving learning model was recommended to increase the habits of mind of high school students in biology learning.

This research aimed at finding out whether the use of Grammar Story Strategy can improve the students' reading comprehension or not. The quasi-experimental research design was used in this research.The sample was VIII A as the experimental group andVIII C as the control groupselected by using cluster sampling. The data were collected through pretest and posttest and were analyzed statistically. The pretest was conducted to find out the students' prior knowledge before treatment whereas the posttest was accomplished to measure their knowledge after the treatment. The result of test shows that the mean score of both experimental and control groups increased in the posttest. In the pretest the mean score of the experimental group was 34.7 and the control group was 34.8. Yet in the posttest it increased to 82.3 for the experimental group and 69.2 for the control group. The result of data analysis also shows that the t-counted (4.55) was greater than the t-table (2.011) by applying 0.05 level of significance and the degree offreedom (df) was 50. In conclusion, the use of Grammar Story Strategy can improve the students'reading comprehension.Keywords;Improving; Reading Comprehension; Grammar Story Strategy

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension