The Influence of Mind Mapping in Teaching Reading Comprehension to the Eighth Grade Students of SMP Muhammadiyah 1 Rawa Bening

Andriani, Dwi

doi:10.30599/jti.v9i2.96

Cited by 2 publications

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“…Previous studies provide a basis for explaining the relationship between eye movement indicators and cognitive processing in reading. However, at present, in regards to research on the effect of mind mapping training in reading teaching methods, previous studies mostly use reading tests or questionnaires to evaluate reading ability or identify reading difficulties [ 5 , 6 , 7 , 8 ], while there are few studies on eye movement in the process of reading from the perspective of visual cognitive processing. As indicated above, these assessments only present the results of reading comprehension and cannot explain the real-time process of text comprehension, thus it is difficult to objectively measure and evaluate reading ability.…”

Section: Related Studiesmentioning

confidence: 99%

“…Mind mapping assists to fracture the text passage into sentences and words to make them easier to understand. Mind mapping is a manifest, hierarchical thinking process of knowledge visualization [ 3 , 4 ], which has a positive influence on deep learning, especially reading comprehension [ 5 , 6 , 7 , 8 ]. However, up to the present, the assessment method of mind mapping’s effectiveness on students’ reading ability has basically taken the form of traditional reading comprehension testing methods, which use the formats of “true or false, multiple choice and brief answers” to test article content comprehension.…”

Section: Introductionmentioning

confidence: 99%

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Mind Mapping Training’s Effects on Reading Ability: Detection Based on Eye Tracking Sensors

Liu

Yuizono

2020

Sensors

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As a reading comprehension strategy, mind mapping has a positive influence on the development of students’ reading ability. However, how mind mapping affects reading ability has not been well documented. In this study, we used eye tracking sensors to explore mind mapping’s effects on reading ability. The participants were foreign language learning university students in Dalian city, China. One group received foreign language reading teaching integrated with mind mapping training (experimental group), and the other group received regular foreign language reading teaching (control group). We analyzed eye movement indicators, including fixation-related indicators (number of fixations, fixation frequency, and mean fixation duration), regression count, saccade amplitude, and pupil diameter. In addition, the analysis of heat maps and fixation trajectory maps, which are specific tool for visualization of eye movement data and intuitive analysis of reading process, were explained. The results show that the number of fixations, fixation frequency, mean fixation duration, and regression count in the experimental group were all lower than in the control group, and the pupil diameter was larger than in the control group. The heat map and fixation trajectory map show convergence, mostly focusing on the position of keywords and key sentences, with relatively large saccade amplitude and more information obtained by one gaze. Moreover, they had a higher skipping reading rate, which enhanced reading speed to obtain information accurately and quickly. These empirical results indicate that mind mapping training was an effective method for improving students’ reading ability.

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Section: Related Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mind Mapping Training’s Effects on Reading Ability: Detection Based on Eye Tracking Sensors

Liu

Yuizono

2020

Sensors

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“…The use of strategy-directed inquiry activities (DIA) by Hamidi & Adnan (2013) helps the students develop their comprehension using their own efforts. Andriana (2017) has reported the use of mind mapping in reading comprehension for students. Then, the use of media comic strips can help the students comprehend the story of the text (Maulana & Fitrawati, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Impact Of Task-Based Activities In Reading Skill For The Students During Covid 19 Pandemic

Styati

Khasanah

2022

jees

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This study aims to investigate the impact of using task-based activities in reading skill for the eight students of junior high school of SMPN 4 MDN. Quantitative research was employed in this research. It was quasi experimental research design which used pre-test – post-test control group design. The population of this research were the eighth grade students of SMPN 4 MDN. The samples of this research were 8B as experimental class and 8C as control class. The sample was taken by using random sampling. In collecting the data, the researchers used reading test. The researcher used independent t-test on SPSS version 21 to analyze data. The results shows that the students who are treated by using task-based activities are more effective than the students who are treated by using conventional teaching. It means that teaching reading by using task-based activities gives a better influence on students’ reading skill.

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The Influence of Mind Mapping in Teaching Reading Comprehension to the Eighth Grade Students of SMP Muhammadiyah 1 Rawa Bening

Cited by 2 publications

References 0 publications

Mind Mapping Training’s Effects on Reading Ability: Detection Based on Eye Tracking Sensors

Mind Mapping Training’s Effects on Reading Ability: Detection Based on Eye Tracking Sensors

The Impact Of Task-Based Activities In Reading Skill For The Students During Covid 19 Pandemic

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