EFFECTIVENESS OF USING MIND MAPPING TECHNIQUES TO IMPROVE TWELFTH-GRADERS’ READING COMPREHENSION SKILLS

Abstract

Educators have currently tried to renovate teaching methodology to meet the demand of the current situations in English language teaching and learning. This study investigated the improvement of implementing mind mapping techniques to improve reading comprehension skills. The study was conducted through a quasi-experimental approach with two classes at Pham Ngu Lao high school (12A1 functioned as the control group and 12A2 as the experimental group), in which the participants were given before-and-after reading comprehension tests to measure the practicality of using mind mapping techniques in improving reading comprehension skills. The results indicated that while there was a progress in reading comprehension skills of the students in the experimental group, hardly did the improvement occur among the twelfth-graders in the control group. The outcomes benefit the educational administrators to renovate the policies concerning the application of mind mapping techniques. Teachers can recognize the advantageous practicality of using mind mapping techniques to improve their efficiency in teaching. High school learners can consult the findings to adjust their learning styles. Additionally, future researchers can confer these results as the references to enrich their own studies.