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Minggu, 30 Juni 2013

MIND MAPPING TECHNIQUE

1. Mind Mapping Technique.

2. Description of Mind Mapping.

Buzan (http://www.usingmindmaps.com/what-is-a-mind-map.html) states that a mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It is visual map of ideas, laid out in a radial format around a central thought and it involves a unique combination of imagery, color and visual-spatial arrangement which is proven to significantly improve recall when compared to conventional methods of note-taking and learning by rote. It needs imagination and association to activate our brain in remembering something. The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance. Mind mapping can be classified into four kinds, namely; network tree, event chain, cycle concept map and spider concept map.

3. State of the level.

In this paper, the writer states the level on tenth grade students of senior high school.

4. Skills and Components.

The writer chooses skill of writing and component of vocabulary.

5. Procedures.

a. The procedures in teaching writing using mind mapping are as follows:

· Choosing a topic

The mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students' ideas and lend them to discussing ideas in groups.

· Note making

Once the topic has been introduced, the teacher encourages the students to close their eyes and think about it for a minute or two, in silence. They then have two minutes in which to note down their ideas. If they do not know a word in English, they can write it in L1 at this stage, as dictionaries or too much teacher intervention tend to halt and inhibit the creative flow.

· Feedback
The next stage, in which the teacher makes a collective mind map on the board, is optional, but is useful for students who are new to the idea of mind maps, or for weak classes.

· Organizing mind maps

In the next step, students organize their mind maps into a linear format to decide the best format in which to present the points.

· Writing
Students should then begin to write their compositions, working in pairs if they wish.

· Continuation

Once students are familiar with the idea of making mind maps, they can be encouraged to use this skill for further writing activities. It is a useful technique and often improves the clarity and organization of student texts.

b. The procedures in teaching vocabulary using mind mapping are as follows:

· The teacher present to students about example of mind mapping with pictures and explain to the students about the teaching topic is about nouns.

· Give students opportunities to look for the meaning of the nouns by look to its pictures.

· Ask students to mention the meaning of the nouns in front of the class by look the pictures in example of mind mapping.

· After the students get the idea about classify vocabularies through mind mapping, ask them to make their own mind mapping using their favorite central words.

· Give correction or evaluation about students’ assignments.

6. Strength and Weakness

Writing

a. The strength of using mind mapping in teaching writing are as follows:

· The centre of mind map (main idea) is defined clearly.

· The level of each idea is shown clearly. The important idea is near of the centre and on other hand.

· The relation between keywords can be known quickly because of its relation. It makes the remembering of students more effective.

· Mind map is seen different with other maps.

· The structure of mind map has probably to add the new information.

b. The weakness of using mind mapping in teaching writing are as follows:

· It needs a lot of time in organization.

· They are some difficulties to allocate the time and need many times to find an effective keyword.

· It is too load the students.

Vocabulary

a. The strength of using mind mapping in teaching vocabulary are as follows:

· Help students brainstorm and explore any idea, concept, or problem.

· Facilitate better understanding of relationships and connections between ideas and concepts.

· Make it easy to communicate new ideas and thought processes.

· Allow students to easily recall information.

· Help students take notes and plan tasks.

· Make it easy to organize ideas and concepts.

b. The weakness of using mind mapping in teaching vocabulary are as follows:

· It’s not easy to change your ways of doing things, and changing form the linear system that we have been taught to use since childhood to a very different way of writing down notes requires a great effort that a lot of people are not ready to make.

· In addition, when you approach a new subject, you may not have a clear enough grasp of it to be able to organize your thoughts about it from the start.

7. Conclusion

Mind mapping is a beneficial learning technique to help students brainstorm any topic and think creatively. Mind mappings are particularly helpful in the writing process and provide tenth grade students with a natural way of thinking; in addition, it is also appropriate in teaching vocabulary for tenth grade students since it can help them to explore and organize their ideas and concept of new vocabulary. Then, it will help them to memorize the new vocabulary easily. The Mind Mapping can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance.

Mind map

A mind map is ...
A mind map, or spidergram, is a strategy for making notes on a topic, prior to writing. It is a structured strategy, which shows the (hierarchical) relationship of ideas, as opposed to an unstructured strategy, such as brainstorming, in which students produce notes at random on paper.

Having an organised display of information from the outset of the writing process may help some students, as it is more easily converted into a draft, whereas in brainstorming, the random recording of ideas might lead to problems with the structure of students' texts.

The advantages of mind maps
Making a mind map should be a spontaneous pre-writing activity. Students start with a topic at the centre and then generate a web of ideas from that, developing and relating these ideas as their mind makes associations.

Mind maps work well as their visual design enables students to see the relationship between ideas, and encourages them to group certain ideas together as they proceed. Mind maps work especially well when created in groups, since the discussion this engenders aids the production of ideas, and makes the task livelier and more enjoyable.

How to make mind maps with your students
Choosing a topic
Traditionally, students are given a topic to write on by the teacher. However, with certain classes, students may prefer to nominate the topic themselves. This can lead to greater interest in the task on the part of the student, as well as, perhaps, greater knowledge of the topic under study.

The mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students' ideas and lend themselves to discussing ideas in groups.

I usually start by writing the topic on the board. In the last writing class I taught, with a group of upper-intermediate students, I chose a discursive essay with the title "Why do people start smoking?" I chose this genre as we had recently been looking at the language used to give reasons and explanations. The discursive text is useful in highlighting this feature of English, and in raising awareness of the noun phrase, a particularly tricky area for intermediate students.

Note making
Once the topic has been introduced, I encourage my students to close their eyes and think about it for a minute or two, in silence. They then have two minutes in which to note down their ideas. If they do not know a word in English, they can write it in L1 at this stage, as dictionaries or too much teacher intervention tend to halt and inhibit the creative flow.

Then, working in groups, they can compare and discuss their ideas, perhaps adding to their mind maps as they go. This stage also provides the opportunity for peer teaching, as other students may be available to provide the English word for the idea that was noted down in L1.

Feedback
The next stage, in which the teacher makes a collective mind map on the board, is optional, but is useful for students who are new to the idea of mind maps, or for weak classes. It is also in this feedback stage that any remaining language problems can be ironed out. As the teacher elicits students' ideas, and reformulates expressions or corrects, students will learn how to express their ideas in English. Such personalisation is said to aid vocabulary learning.

Download an example of the mind map at this stage 90k

The map is fluid and changeable, and new connections or subgroups can be made, or branches added, as the students make suggestions. The end result should be an organised display of information, showing the central topic, and a number of subtopics and further points that stem from it.

Organising mind maps
In the next stage the students organise their mind maps into a linear format to decide the best way in which to present their points. They should first think about the overall structure, i.e. the order in which to relay the information, and then focus on the precise function each paragraph will have in their final text, as this helps to clarify their writing. This can be done in groups, or as a class with the teacher leading the discussion.

However it is carried out, it is important to provide a context and audience. I told my class, who were writing about drugs, that they were writing for their college magazine. Having an audience in mind helps students to decide which ideas are most important, and also helps students to choose the appropriate style.

Writing
Students should then begin to write their compositions, working in pairs if they wish. After two paragraphs, they should exchange their compositions, so they become readers of each other's work. This allows for feedback, and possible re-writing. Once they have finished, they should again exchange their texts. This gives their texts a communicative purpose, as well as developing an awareness of the fact that a writer is always producing something to be read by someone else, rather than for the display of writing alone.

Continuation
Once students are familiar with the idea of making mind maps, they can be encouraged to use this skill for further writing activities. It is a useful technique and often improves the clarity and organisation of student texts.

Reading Seminar on TEFL

1.1 Introduction

Reading is one of the most beneficial and feasible activity that human can do. It means through reading a person is going to be able to discover new ideas, concepts, places and people. Some people even describe reading as a journey that start as the opening of a page, and finishes as the last page is turned. The reason why reading is so important is because reading is relaxing to our mind and soul; it is a way for children to reach out to the world, and it improves our thinking process. Besides, people can gain information about everything all around this world. It means that reading can help people open the world only through some pages.

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Dr. Seuss

1.2 Article

A. Definition of Reading

· Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information (Anderson et al., 1985). (http://www.eduplace.com/rdg/res/teach/def.html)

· Reading is the process of constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation (Wixson, Peters, Weber, & Roeber, 1987, citing the new definition of reading for Michigan). (http://www.eduplace.com/rdg/res/teach/def.html)

· Reading is the action or skill of reading written or printed matter silently or aloud. (http://www.merriam-webster.com/dictionary.com/answer.com)

· Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). (http://en.wikipedia.org/wiki/Reading_(process))

B. What can you do to become a better reader?

· Strategies to become a better reader.

Here are important reading strategies students can use before, during and after reading:

a. Before Reading

Predict what the book is about from the title. Set a purpose for reading. Example: I am going to read this book because I want to learn more about animals. Take a picture walk through the book. Ask, what is happening in the pictures?

b. During Reading

Ø Visualize - make a movie in your head just like you do when listening to a story.

Ø Question - think about the story, asking yourself who, what, when, where, why, how.

Ø Clarify - understand new words - figure out words using print strategies.

- Use finger to point under each word to keep track of where you are reading.

- Use beginning sounds to figure out words.

- Use ending sounds to figure out words.

- Use pictures on the page to help figure out a word.

- Use word chunks (group of letters in a pattern like _ack, _ight).

- Look for a smaller word within the word.

- Read to the end of the sentence. Sometimes the word that
makes sense pops right up!

- Reread the sentence or passage to increase understanding.

Ø Make predictions - "What happens next?"

Ø Make connections

- What other story is like this one? (Text to Text Connection)

- Have you felt the same away as a character in the story? Did something similar happen to you? (Text to Self Connection)

- Does it help you think about something in real life not directly connected to you? (Text to World Connection)

c. After Reading

Ø React - What did you think of the story?

- How did it make you feel?

Ø Summarize

- What was most important in the story? One way to do this is to think:

§ Someone

§ Did something

§ But (there was a problem

§ Then (the problem gets solved)

§ Finally (what happened at the end?)

http://mrsmcgowan.com/reading/readingstrategies.html

· What good readers do before, during and after reading?

a. Before reading

Ø Set a goal

Ø Preview the text

Ø Predict what the text will say

b. During reading

Ø Reading sequentially, skimming some parts, focusing on others.

Ø Rereading some sections.

Ø Make notes

Ø Tone into main ideas and ideas related to the goal

Ø Check and adapt predictions

Ø Monitor and repair comprehension

Ø Connect to the world knowledge to make inferences

Ø Paraphrase and summarize passages

Ø Respond to and evaluate text

c. After reading

Ø Reread selectively

Ø Summarize

Ø Reflect

Ø Thinks about how information might be used in the future

http://www.cde.state.co.us/coloradoliteracy/CLF/downloads/Understanding_the_relationship_between_reading_comprehension_skills_and_strategies.pdf

C. What makes a reading text easy or difficult?

· What makes a reading text easy?

a. Generally, reading texts are easier if :

Ø They contain 'simple' language-structure and vocabulary familiar to the students.

Ø They are short: simple sentences.

Ø They are clearly organized e.g. There is a straightforward storyline or a clearly signposted argument.

Ø They are factual.

Ø They are in Standard English with no specialized vocabulary.

Ø The topic is concrete and familiar.

Ø There is support in the way of layout, tittles, pictures, graphs, etc.

http://murni-hasibuan.blogspot.com/2011/06/what-makes-reading-text-easy-or.html

b. The factor that makes the reading text Easy to understand are:

Ø Legibility

If the printed or the copied of the reading text is good, the type-face easy to read, it will be make the student’s mood nice and they will have more spirit to read it.

Ø Familiar word
If the words which content in the reading text easy or familiar with the student, she will have more feeling to read and they will easy to understand the reading text.

Ø Interesting topic
An interesting topic can make the student attention focus on reading text. They will easy to understand the main or the point and the story of the reading text about.

http://primsinfo.wordpress.com/2011/07/13/what-makes-a-reading-text-easy-or-difficult/

· What makes a reading text difficult?

a. Most of your reading difficulties will be caused by a problem on the list below:

Ø The text has many unknown words.

Ø The text has long, complicated sentences.

Ø The text is about a topic you know nothing about.

Ø The text is about a topic you find boring.

Ø The text has small print, long paragraphs, no pictures.

Ø The text has been badly written.

Ø You are feeling tired.

Ø You are distracted.

Ø You don't know the important cohesion markers.

Ø You don't know why you have been asked to read the text.

http://esl.fis.edu/learners/advice/read.htm

b. The factor that makes the reading text difficult to understand are:

Ø Illegibility

A first, obvious difficulty relates to the legibility of a text. The students may have problems that are caused solely by the fact that what they are trying to understand has been poorly printed or copied, is badly set-out or is in a very small type-face.

Ø Unfamiliar Words

A written message may be difficult to understand because it contains many words that are unknown to the student. In the following text, for example, the instruction is simple but the language in which it is expressed is not familiar.

http://primsinfo.wordpress.com/2011/07/13/what-makes-a-reading-text-easy-or-difficult/

D. What are the different ways of reading?

· There are three different types of reading skills:

a. Skimming is reading rapidly for the main points.

b. Scanning is reading rapidly to find a specific piece of information.

c. Extensive reading is reading a longer text, often for pleasure with emphasis on overall meaning.

d. Intensive reading is reading a short text for detailed information.

http://www.mapleleaf.net.cn/gaozhong/esledu/jyhd/2007-10-18/1023.html

· There are some styles of reading which we use in different situations:

a. Scanning: for a specific focus

The technique you use when you're looking up a name in the phone book: you move your eye quickly over the page to find particular words or phrases that are relevant to the task you're doing.

It's useful to scan parts of texts to see if they're going to be useful to you:

Ø The introduction or preface of a book.

Ø The first or last paragraphs of chapters.

Ø The concluding chapter of a book.

b. Skimming: for getting the gist of something

The technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim:

Ø To preview a passage before you read it in detail.

Ø To refresh your understand of a passage after you've read it in detail.

Ø Use skimming when you're trying to decide if a book in the library or bookshop is right for you.

http://www.studyskills.soton.ac.uk/studytips/reading_skills.htm

c. Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy.

d. Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text."

http://fis.ucalgary.ca/Brian/611/readingtype.html

E. Reading Exercises

· There are some exercises of reading activities:

a. Fill the gap.

b. Find topic sentences.

c. Irrelevant sentences.

d. Speed reading.

http://esl.fis.edu/learners/read/index.htm

· There are some exercise of reading activities:

a. Picture and sentences matching.

b. True/false reading.

c. Rearrangement items.

d. Cloze procedure.

(Heaton, J. B.1975. Writing English Language Tests. London: Longman Handbooks for Language Teachers.)

F. Mention and explain some techniques in teaching reading!

· There are some techniques in teaching reading:

a. Word analysis

b. Oral reading

c. Silent reading

d. Reading comprehension

http://ncsall.net/index.html@id=280.html

CHAPTER II

SUMMARY

2.1 Definition of Reading

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation.

2.2 What can you do to become a better reader? (before, during and after reading)

a. Before reading

Ø Set a goal

Ø Preview the text

Ø Predict what the text will say

b. During reading

Ø Reading sequentially, skimming some parts, focusing on others.

Ø Rereading some sections.

Ø Make notes

Ø Tone into main ideas and ideas related to the goal

Ø Check and adapt predictions

Ø Monitor and repair comprehension

Ø Connect to the world knowledge to make inferences

Ø Paraphrase and summarize passages

Ø Respond to and evaluate text

c. After reading

Ø Reread selectively

Ø Summarize

Ø Reflect

Ø Thinks about how information might be used in the future

2.3 What makes a reading text easy or difficult?

a. What makes a reading text easy?

Ø It contains 'simple' language-structure and familiar words.

Ø It is short: simple sentences.

Ø It is clearly organized e.g. There is a straightforward storyline or a clearly signposted argument.

Ø It is factual.

Ø It is in Standard English with no specialized vocabulary.

Ø The topic is concrete, familiar and interesting.

Ø It is legibility.

b. What makes a reading text difficult?

Ø The text has many unfamiliar words.

Ø The text has long, complicated sentences.

Ø The topic of the text is not interesting.

Ø Readers are feeling tired.

Ø Readers don't know the important cohesion markers.

Ø Readers don't know why they have been asked to read the text.

Ø The text is illegibility.

2.4 What are the different ways of reading?

a. Skimming

Skimming is reading rapidly for the main points. It is used for getting the gist of something. The technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim:

Ø To preview a passage before you read it in detail.

Ø To refresh your understand of a passage after you've read it in detail.

Ø Use skimming when you're trying to decide if a book in the library or bookshop is right for you.

b. Scanning

Scanning is reading rapidly for a specific focus or points. The technique you use when you're looking up a name in the phone book: you move your eye quickly over the page to find particular words or phrases that are relevant to the task you're doing. It's useful to scan parts of texts to see if they're going to be useful to you:

Ø The introduction or preface of a book.

Ø The first or last paragraphs of chapters.

Ø The concluding chapter of a book.

c. Intensive Reading

Intensive reading is reading a short text for detailed information.

d. Extensive Reading

Extensive reading is reading a longer text, often for pleasure with emphasis on overall meaning.

2.5 Reading Exercises

a. Fill the gap.

b. Find topic sentences.

c. Irrelevant sentences.

d. Speed reading.

e. Picture and sentences matching.

f. True/false reading.

g. Rearrangement items.

h. Cloze procedure.

2.6 Techniques in Teaching Reading.

a. Word Analysis

Word analysis, or phonics, involves teaching the alphabetic principle: learning that the graphic letter symbols in our alphabet correspond to speech sounds, and that these symbols and sounds can be blended together to form real words. Beginning readers should be encouraged to decode unfamiliar words as opposed to reading them by sight, because it requires attention to every letter in sequence from left to right. This helps to fix the letter patterns in the word in a reader's memory. Eventually, these patterns are recognized instantaneously and words appear to be recognized holistically (Ehri, 1992; Adams, 1990).

b. Oral Reading

Oral reading is a technique for improving word identification skills in context. It is an instructional strategy that can help students improve a variety of reading skills, including fluency.

c. Silent Reading

Sustained silent reading (SSR) is a form of school-based recreational reading, or free voluntary reading, where students read silently in a designated time period every day in school. An underlying assumption of SSR is that students learn to read by reading constantly. Successful models of SSR typically allow students to select their own books and require neither testing for comprehension nor book reports. Schools have implemented SSR under a variety of names, such as "Drop Everything and Read (DEAR)" or "Free Uninterrupted Reading (FUR)".

d. Reading Comprehension

Reading comprehension can simply be defined as understanding what you are reading. Essentially reading comprehension works by series of cognitive processes.

e. Communicative approach

The communicative approach to language teaching has given a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.

CAHPTER III

CONCLUSION

3.1 Conclusion

Reading is one of the most beneficial and feasible activity that human can do. It is through reading that a person is going to be able to discover new ideas, concepts, places and people. Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation. We do reading to open the world.