Facilitating teaching reading comprehension by using mind map strategy

FACILITATING TEACHING READING
COMPREHENSION BY USING MIND MAP STRATEGY
1.

Introduction

English is widely used for communication in the world. English is used in many fields
such as Information Technology, Economy, Science, Arts, Education and Politics.
With the rapid development of science and technology, young generations (learners)
need to develop their ability in many aspects in order not to be left behind. Mastering
English is one way to reach it.
In Vietnam, the position of English is as a foreign language. It is taught from the
elementary school to university. In learning English, there are four skills that have to
be mastered. They are: listening, speaking, reading and writing. These skills are
equally important, but according to Carell (1998) reading is an important means by
which, not only is new information learned, but also new language skills are acquired.
The ultimate goal of teaching

English is to enable students to communicate.

Communication does not only take place with two or more speakers, but also it takes
place between a speaker and a text. There should be a kind of interaction between the
learner (reader) and the text which is being read in order to be good readers.
Reading is a necessary skill that any learner needs. Reading skill is still one of the
most important aspects to be taught in school in order to enable the learners to grasp
the meaning from the reading text. In the past, according to the traditional view,
reading begins with the child’s mastering the names of the letters, then mastering the
letter-sound relationships, then learning some easy words in isolation, and finally
reading simple stories with highly controlled vocabularies (Harp and Brewer, 1996).
Researcher sand teachers as well complain that most learners are not able to
understand what they read.

In English Foreign Language teaching, reading comprehension is one of the most
important factors in assessing learners’ linguistic competence. Also, the teacher's
notion of reading is very important to determine the most suitable strategies and
methods for reading effectively, it can also help in the way teachers tend to teach


reading texts. In many school in Vietnam, teachers of English still use the traditional
method to present a subject in the textbook and ask students to read whether silently or
loudly, and then students have to answer the questions that follow. Thus, students
naturally do not know how to read meaningfully, or have technical ways to read. The
result is that the students have no motivation in reading lessons or even if they read,
they show negative attitudes. They only read the textbook required to be able to
perform well in the tests and routine exams. The students do not interact with the
passage they read, nor they build relationships between the terms in the text to build up
the meaning, and then to lead themselves towards reading comprehension. The
students are not aware of the strategies that may help them in reading, because they are
not taught to do so, nor are they immersed in reading activities to follow such
strategies. On this premise, it is important to the learners to move beyond the text and
use mind map strategy-one of the ways that may have a significant impact on the
teaching reading process. Teachers can use mind maps to activate and tap students’
background knowledge because this strategy can easily be taught and implemented by
the students in addition to its significant role in developing students' thinking skills and
reading comprehension. Also, it can be a helpful reference for students to use in
clarifying confusing points as they are reading.
2.

Mind map strategy

2.1. History

of mind maps

Drawings have been used for ages by psychologists, engineers, educators and people in
general as a tool for learning, organizing, memorizing, for visual thinking and
brainstorming. According to historians, the first examples of mind maps were
developed by Porphyry of Tyros, a noted thinker of the third century and then by
Ramon Llull in 13th century. Later Leonardo Da Vinci, Albert Einstein, Pablo Picasso,
Paul Klee and Winston Churchill also used these structures of Mind Map form.
Many people have used image-centered radial graphic organization techniques in
different areas of science, although the origin of mind mapping is attributed to the
British psychology author Tony Buzan who developed mind mapping as a technique
in the 1970s (Buzan, 2010). Buzan bases his knowledge on the whole brain thinking
in order to create mind maps (MMs). For instance, from one image it is likely to
evoke different associations that add the possibility of unleashing a greater range of
associations from one central idea (Buzan, 2000). As humans speak and write in


sentences, their ideas and information should be stored in a linear or list-like manner.
However, the brain is multi-dimensional, perfectly capable of, and designed for,
taking in information, that is to say non-linear. The brain, when listening to a series
of spoken sentences, does not absorb information word by word or line by line, it
takes information as a whole (Buzan, 2006).
2.2. Definition

of mind maps

Mind mapping was first coined in the UK by Tony Buzan in his 1974 book and BBC
TV programme “Use Your Head”. A mind map is a visual representation of
hierarchical information. Mind maps include a central idea or image surrounded by
branches of associated topics or ideas. Branches are often in different colours to help

students to remember the different branches and their associations. Subtopics are
then added to the branches as ideas flow freely. Typically in a mind map, topic and
subtopic text is one to two keywords, to provide a reminder for what the idea is.
More information is then detailed in attached notes. As with other visual learning
techniques, MMs provide a simplified overview of complex information allowing
students to better understand relationships and to find new connections. Buzan
(2006, p. 56) states that a mind mapping is a powerful graphic technique which
provides a universal key to unlock the potential of the brain. It is a visual map of
ideas, laid out in a radial format around a central thought and it involves a unique
combination of imagery, colours 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. MMs also can be used in the educational context to “help
learners to analyze and organize what they know or what they are learning”
(Jonassen et al., 1997, p. 208)
According to Ontoria (2004) mind mapping is a strategy or technique which also
increments options for studying, learning and thinking, and also for adapting to the
individual and cooperative knowledge construction. MMs are considered as an ideaorganization system due to the fact that MM is a graphic resource which integrates the
use of the two hemispheres of the brain, allowing the individual a major capacity for
comprehending, learning and memorializing things. It is for that reason that MMs are
believed to be the technique which adopts better the way how the brain functions, and


develops a high intellectual efficiency and level of comprehension.
It is known that people learn in different ways and, because of this, mind maps are
individual and personal, they bring the learning materials into what is most
comfortable for students. Students are able to use color, icons, symbols, graphics and
their own personal words to make sure they understand it well and recall information
in an easier way (Buzan, 2006). Students can also develop metacognition assessing
what they know and how they are developing their thoughts by using mind map

applications to organize their ideas. One of the multiple reasons why mind maps work
well is because they engage the visual intelligence and provide a way to navigate a
much larger space of ideas in a smaller visual field (Troy, 2010).
A well organized mind map should provide:
(i) All the main sub-divisions of the essay;
(ii) The key points to be mentioned in each; and
(iii) The way those points relate to each other.
•••"'* Buzan’s iMindMap™

Examples of mind mapping (Buzan’s Principles)
2.3. Mind

map strategy

Williams (1994) states that mind mapping enables students not only to visualize
relationships, but to categorize them as well. As a direct teaching strategy that includes
brainstorming and teacher-led discussions, it provides opportunities for schema
development and enhancement, as well as prediction, hypothesizing and verification of


content when used as a pre-reading activity. It is also referred to as a web or concept
map. The teacher can introduce mind maps to the class in different appearances. They
can be shown as circles, squares, or ovals with connecting lines. The students read an
assigned text. Through class discussion, the teacher writes the main idea of the text in
the middle of the top circle. The students share the supporting details of the main idea
and place them in circles that are connected to the main idea by lines. This activity can
also be used by students in cooperative groups or individually.
Perhsson & Denner (1989) explain that mind mapping is a strategy for graphically
representing concepts. Mind maps portray the schematic relations that compose a
concept. It assumes that there are multiple relations between a concept and the

knowledge that is associated with the concept. They continue that the major purpose of
the mind map is to allow students to organize their prior knowledge into these formal
relations, and thus to provide themselves a basis for understanding what they are about
to read and study. Comprehension can be thought of as the elaboration and refinement
of prior knowledge. What the mind map provides is a graphic structure of that
knowledge to be used as the basis for organizing new ideas as they are understood.
Harvey & Goudvis (2000) mention that mind mapping strategies are valuable
instructional tools. Unlike many tools that just have one purpose, mind mapping is
flexible and endless in application. One common trait found among mind mapping
strategy is that they show the order and completeness of a student's thought process strengths and weaknesses of understanding become clearly evident. Many MMs show
different aspects of an issue in close and also the big picture, since many MMs use
short words or phrases, they are ideal for many types of learners, including English
language readers with intermediate proficiency. Tree maps can be used to show
classifications, analysis, structures, attributes, examples, and brainstorming.
2.4. Types

of mind maps

There are other types of Visual-Association-Tools (VATs) that are similar to mind
maps in its organizational scheme, but quite different in assisting thinking, learning,
and remembering. These VATs are Spider Diagrams, Bubble Diagrams, Concept
Maps, Conceptual Diagrams, and Visual Metaphor. The difference between a mind
map and any other kind of VATs, apart from its branch design, the starting point is a


central idea which triggers into different sub-divisions. In addition, mind maps are
colorful, drawings are allowed and only one-word concepts represent a complete idea.
Below are some VATs samples:

Spider Diagram

Concept Map

Conceptual Diagram

JL.
"'TM”

Bubble Diagram

1.0^ Hnutn

|

tComnonlklinMi
Irfjtmrtwilwd ■ 4.ITMIM1W1U>

Types of mind maps
2.5. Parts

of mind mapping technique

There are some parts of mind mapping (Windura, 2008, pp. 77-86) namely; (1)
central image, (2) key word, (3) basic ordering ideas, (4) branches, (4) colour
and (5) picture.
(i)

Central Image

A central image has to describe the main idea of a mind mapping and put

it on the centre of the paper. It is to activate the students’ right brain,
strengthen the students’ memory and make the learning activity enjoyable.
(ii)

Keyword

A key word is a word that can lead a sentence or event. Identifying a
familiar word in one’s own language or another language that sounds like
the new word and using only one key word per line. It is as an urge to
remember a lot of words for the students. It is strong noun or verb that


creates image to trigger recall the memory.
(iii)

Basic Ordering Ideas

Basic ordering ideas are the branches that collect sort information and it is
connected to the central topic that radiate out from the centre. Making
basic ordering ideas which can direct our mind to make mind mapping and
it need creativity that encourages the students to understand the material.
It is thick and thinner at the ends. It can be seen as headings for your topic
and spread anywhere but do not become steep.
Branches

(iv)

The branches should be curvy and in the same length as the words or
pictures above it. These branches can be seen as sub headings. It is thinner
branches and containing details.

Colour

(v)

Colour is a very good memory sign and it involves the right brain in
learning for long term memory. Colours encourage creativity and help in
memorization. Adding plenty of colours via branches, map background and
images will add life to your mind map. It facilitates learners’ word
comprehension and remembrance.
(vi)

Picture

In mind mapping, pictures can change or strengthen a key word that has
been written before.

2.6. The

benefits of mind maps

A study by Wharton School (1981) proves the benefits of utilizing visual
elements in presentations and tightly integrating them with words. Presenters
who use visual language are perceived by the audience as more effective-they
are clearer, more concise, more interesting, more professional, more credible
and better prepared. Mento, Martinelli & Jones (1999) find that executive
students using only their MM for presentations are able to handle challenging
questions with confidence. They had better recall of the information because it
had been captured and stored in an integrated, radiating manner rather than

linearly.
Studies by Holland, B., Holland, L & Davies (2003, 2004) find mind mapping
to be a useful technique for helping students plan and structure their essays
and projects more effectively. Students are able to improve the structure,
coherence and, consequently, the quality of their written work and are able to
draw value from the technique for project managing practical work. It is also
supported by Raymond (2006), he adds that mind mapping can be a helpful
reference for students to use in clarifying confusing points as they are reading.
Once students are familiar with the nature of the mind maps, they can create
their own as a during-reading or post-reading activity.
A study by Farrand, Hussain and Hennessey (2002) prove that mind mapping
improves the long-term memory of factual information by 10%. They report
that “Mind maps provide an effective study technique when applied to written
material” and are likely to “encourage a deeper level of processing” for better
memory formation. With the same result, research by Toi (2009) shows that
mind mapping can help children recall words more effectively than using lists,
with improvements in memory of up to 32%.
As mentioned before, the nature of mind maps is intimately connected with the
function of the mind, and they can be used in nearly every activity where
thought, recall or planning activities are involved (Buzan, 1984). Mind maps
in nature can facilitate richer and broader associations and, hence, better
learning (Buzan et al, 1993). It means that mind mapping is very useful media
for creating attractive, and enjoyable learning that lead the successfulness of
the students in learning English.
The main aim of MM is to simplify different thought processes in reading and
help learning become easier and complexities are reduced. By using mind maps,
students can quickly identify and understand the structure of a subject. They can
also see the way that pieces of information fit together. More than this, mind
maps help them remember information, as they hold it in a format that our mind
finds easy to recall and quick to review (Buzan, 2010). In addition, he also states

that by using a mind mapping we can see what we are going to do and what we
have done. So, Buzan (2010) concludes that mind maps are useful for:


•

Brainstorming - individually, and as a group.

•

Learning vocabulary.

•

Building a clear context before, during and after study sessions.

•

Organizing one’s thoughts before writing.

•

Summarizing information, and note taking.

•

Thinking through complex problems.

•

Presenting information in a format that shows the overall structure of

your subject.
•

Studying and memorizing information, (p. 39)

It means mind mapping may be used by the teacher or the students for planning
the lesson, summarizing the lesson or recall to the lesson that the students have
learnt. Moreover, Buzan (2010) also argues that mind mapping will lead the
students to achieve good scores in their examination test.
DePorter and Hemacki (cited in Abdurrahman, 2008, p. 172) present these
advantages of using mind mapping technique:
Flexible:
Explaining something can be easy without confusing when adding the
material based on the mind mapping. We can put the label and category of
something based on our own opinion anywhere in the mind mapping.
Concentrate on the Topic:
Getting the subtopics what we talk about with a focus on the main ideas
easily. Keeping focused on the keyword can help us to make it simple and
it does not waste the time.
Increasing Comprehension:
Using mind mapping can ease understanding of the material. Mind
mapping is a simple think -pattern so it does not make us confuse to
understand what we have learned and easy to remember the material.
Enjoyable:
Imagination and creativity are unlimited in using mind mapping, so it can
be funny to learn. By using pictures and colours, it makes the brain enjoy
and excited in thinking something what we want about the material.

3.

Reading comprehension

3.1. Definition

of reading comprehension

Reading comprehension plays an important role in teaching and learning a
foreign language. It can be understood as the ability to obtain the information as
required in the reading text as efficiently as possible. In other words, reading
comprehension is essential ability to understand what has been read.
According to Taylor (1980, p.l) “a student is good at comprehension” if “he can
read accurately and efficiently, so as to get the maximum information of a text”.
While Grellet (1981, p. 3) states that “reading comprehension or understanding a
written text means extracting the required information from it as effectively as
possible”. Though these opinions are different, they all have a common point,
that is, reading comprehension is the process in which the readers, as they read,
can recognize the graphic forms of the reading text and understand what is
implied behind these forms. It is generally understood that reading
comprehension is an interactive mental process between a reader’s linguistic
knowledge, knowledge of the world, and knowledge about a given topic. So,
comprehension should be the primary objective of the reading process. It
includes not only the ability to decode words but also the awareness of their
meaning. Furthermore, comprehension and decoding skills combine to allow an
individual to make sense of a printed text. While reading, the reader constructs
various representations of the text that are important for comprehension. Field, J.
(2002) argues that those representations include the surface code (the exact
words of the text), the text code (main ideas representing the meaning of the

text), and the mental models (the way in which information is represented in
mind) that are embedded in the text. According to Nunan (2003), reading
comprehension is a fluent process of combining information from the text and
the existing schemata to understand the meaning. Therefore, comprehension is a
"construction process" because it involves all of the elements of the reading
process working together as a text is read to create a representation of the text in
readers’ mind. In this study, it means the extent to which the students
comprehend the interrelationship between the ideas presented in the reading
comprehension texts by the mind mapping strategy.


Anderson and Pearson (1984) content that the reader comprehends a text by
actively constructing meaning internally from interacting with the materials that
are read. Basically, comprehension involves a special kind of thinking process.
Turner (1988, p. 160) provides this description of thinking process on
comprehension:
Successful comprehension involves the reader discovering the meaning
needed to achieve the particular purposes set for, or by, him. It may be
finding a particular piece of information, solving a problem through
reading, working to understand an idea, or following a set of directions.
In addition, once students are able to decode, formal instruction should be
continued to make them understand what they had read. This will enhance
students thinking and reading process. Thus, comprehension monitoring skilled
and unskilled awareness is important to develop students reading skills. This is
supported by Paris & Myers (1984) who provide this description of skilled and
unskilled readers:
Skilled readers often engage in deliberate activities that require thinking,
flexible strategies, and periodic self-monitoring. They think about the
topic, look forward and backward in the passage, and check their own
understanding as they read. Beginning readers or poor readers do not

recruit and use these skills. Indeed novice readers often seem oblivious to
these strategies and the need to use them. (p. 2083)
In sum, comprehension is an important aspect to develop students’ ability to read
with understanding. Besides that, comprehension is crucial because students are
able to engage appropriate methods to highlight their reading skills. Moreover, it
gives some insight to the instructors or teachers that how unskilled and skilled
learners engaged with the reading skills and reading processes.
3.2. Problems

in reading comprehension

Reading ability is an important skill that is needed by learners. Yet, despite the
specific need for this reading ability, there are a few learners still unable to read
efficiently in English language. Most of the students read text slavishly with less
understanding. There are several factors why students were not able to improve
their reading ability.


Yorio (1971) states that the reading problems of second language are due to
largely imperfect knowledge of the language and native language interference in
the reading process. According to him, the reading process is made considerably
more difficult for the learners because of the new elements, knowledge of the
native language, picking up graphic cues and relating them to syntactic, semantic
and phonological cues. He summarizes that those elements as interference from
native language and inadequate knowledge of the target language.
According to Jolly (1978), learners can read well once they have adequate
knowledge in their first language. He highlights that students will comprehend
easily when they know how to transfer old skill-first language reading skill. He
further explains that, most of the students fail to read adequately just because
they do not apply their first language reading strategy. This view is supported by

Coady (1979)
We have only recently come to realize that many students have very poor
reading habits to transfer from their first language, and thus, in many
cases, we must teach reading skills which should have been learned in
fist language instruction, (p. 12)
Furthermore, Clarke (1979) states if the reading process is basically the same in
all languages we would logically expect good native language readers to be good
second language reader. It is clear that the poor reading in second language is
due to not only poor reading ability in the first language but also incorrect
reading strategies. Thus, learner would be encouraged to adopt successful
reading strategies such as mind maps to infer or imply the meaning of the text.
3.3. Stages

of teaching reading comprehension

Ur (1996, p. 148) considers effective reading comprehension as a process
combining such elements as:
•

a clear purpose in mind

•

an enhanced motivation

•

appropriate reading comprehension strategies based on the purposes

and motivation

•

good prediction

•

sufficient background information and vocabulary


•

close attention to the significant bits

•

fairly high speed

It is common knowledge that a reading lesson consists of three important stages:
Pre-reading (Before you read), While-reading (While you read) and Post- reading
(After you read). Obviously, each stage has its own characteristics and time
allocation.
Cook (1989, p. 14) shows that effective reading comprehension would be best
reflected if we bring distinct cognitive behaviors of good versus poor readers
before, during and after reading an assignment into a comparison.
3.3.1.

Pre-reading

This stage is carried out before the students begin reading the text. It plays an
essential part in the whole process of a reading lesson, because it is difficult to

ask students to read the text without the preparation that involves such activities
as pre-reading questions, pre-teaching vocabulary. According to William (1984,
p. 37), the purposes of the pre - reading stage are:
(i)

to introduce and arouse learners’ interest in the topic

(ii)

to motivate learners by giving a reason for reading

(iii) to provide some language preparation for the text

Normally, pre-reading stage often makes up about one-tenth of the time
allocation for the whole lesson. However, depending on each lesson, it may last
shorter or longer. Before delivering activities for this stage, the teacher needs to
pay careful attention to the objectives of the lesson, the situation of teaching and
learning, the students’ needs.
3.3.2.

While-reading

William (1984, p. 38) states that while-reading stage is the main part of a reading
lesson with the following specific aims:
(i)

to help understanding of the writer’s purpose

(ii)

to help understanding of the text structure

(iii)

to clarify text content

The teacher, at the while-reading stage, needs to help their students comprehend
the text thoroughly while the students have to apply to the best their reading


skills like skimming, scanning, guessing, etc. to understand the text as well as the
writer’s purposes conveyed through the reading text. Apparently, time allocation
for this is nearly two-thirds of the whole lesson.
3.3.3.

Post- reading

It is the last step of a reading lesson. It is the time for students’ reproduction.
What they reproduce will reflect how well they comprehend the text. In
William’s view (1984, p. 39), the post-reading stage is aimed at consolidating
or reflecting upon what has been read and relating the text to the learners’
own knowledge, interests or views. Normally, it takes ten or fifteen minutes
to complete all activities at this stage.
To conclude, the above-mentioned stages are essential for a reading lesson.
However, it is not necessary to carry out all these stages mechanically on
every occasion. Depending on the purposes of a reading lesson, the teacher
may apply these stages as well as allocate time for each stage appropriately.
4.

Using mind map strategy to facilitate reading comprehension

Basing on the knowledge concerning the mind mapping, reading comprehension
and some recent research, teaching reading comprehension by using mind
mapping is effective and applicable. We can use this technique at different
stages , levels and by many ways. Here are some useful applications of using
mind map strategy in teaching reading comprehension:
4.1

A mind map is one type of graphic organizers. It helps students visually
organize and graphically show the relationship between one piece of
information and another. This strategy has been identified as an excellent
technique for increasing vocabulary and improving reading comprehension.
As a pre-reading activity, mind mapping can be used to activate prior
knowledge and to introduce key vocabulary words. As a post-reading activity,
words, categories, and new concepts can be added to the original maps to
enhance understanding.

4.2

Mind maps can be particularly useful when learning and teaching and
especially in English, sentence structure which can be confusing for students.


However, mind maps try to avoid confusion by applying “chunking”
language, which can be retained easily, using words and short phrases instead
of long sentences as most of learners are used to. Experiencing language as
individual words and phrases, connected spatially, accompanied by
meaningful images or symbols, can be much easier than seeing words
embedded in subjective sentences and paragraphs.
4.3

Mind mapping technique is considered as one of the most successful ways for
organizing and clarifying ideas. Moreover, MM provides a useful tool for
teachers to be able to prepare lessons and carry them out effectively. It has
also been demonstrated that using MMs in teaching allows teachers to get
through students in a way that they can understand contents easily. Mind
maps can help learners to find their appropriate system of learning and study
since MMs are based on the elaboration of personal and individual ideas.
Teenagers and adults are free to create and address their learning process in a
way that best suits them.

4.4. Mind

mapping has been shown to be a beneficial learning/teaching technique

for native speakers of English at all grade levels in regular and remedial
classrooms as well as for those who are learning-disabled. Also, students who
use mind mapping can manifest considerable improvement in reading
comprehension, written expression, and vocabulary development. Some areas
of correlation between what a mind mapping activity does and the principles
and objectives of communicative language teaching (CLT). For the students,
the maps provide a graphic conceptualization of their randomly given ideas.
There are three places in a lesson where mind mapping may be used as he
clarifies:
(1) As a pre-assignment strategy to activate students' prior knowledge or to

help the teacher in assessing the students' readiness to do the assignment.
(2) As a strategy to allow students to record what they are learning during the

assignment.

(3) As a post-assignment strategy to allow them to integrate or synthesize

what they have studied.
4.5

We can use concept mapping ( Map correction, Scaffold fading and map


generalization) to enhance reading comprehension and summarization

5.

Some Recommendations for applying mind mapping in teaching reading
comprehension successfully

5.1. For students
• Students should be fully engaged in the reading process: Pre; while and post

-reading activities and drawing mind maps.
• Students

need an environment that promotes reading and provides

opportunities for individuals to work.
• The students are also recommended to make mind map of their lessons at

home after school. So, the students must be active both in the classroom and
outside of the classroom for reviewing their lessons, for example, by
summarizing, mapping, re-reading the material by themselves or by reviewing
them in peer learning, and group learning at home.

5.1

For teachers

Training students to use the innovative reading strategies and techniques in their
classroom such as the mind map strategy is important.
• Using mind mapping technique in the process of teaching and learning of

English
• Together with creating mind maps, teachers can, to some degree, provide

students with some technical ways of how to organize the reading process and
encourage students to gather ideas and develop them in well organized mind
maps.
• Familiarizing students with the mind mapping strategy by providing them

with some models of maps. Mind maps reflect the content of the reading text.
Therefore, before teachers guide students to make mind maps, they must make
sure that students understand the materials well so that they can generate the
good key words. Otherwise, the mind map would be confusing for the
students.
• Teachers should play a critical role to encourage learners to read accurately

and use proper strategy when engaging with any reading comprehension tasks.


Therefore, the English language teachers are recommended to apply this
model as one of alternatives teaching techniques to teach reading in the
classroom. Teachers are encouraged to utilize their teaching skills and learning
strategies during the teaching and learning process.

• Moreover, accepting the importance of mind map strategy in reading

comprehension shed lights for the teachers to plan effective reading instruction
for the poor readers. It is known that poor readers could not adapt to
complicated techniques. In this case, learners with poor language ability would
find it difficult to develop their ability and motivation in reading. The findings
of this study suggested that implementing mind maps in language classroom
especially in reading classes will enhance poor readers’ reading ability. Due to
this, teachers should use simple techniques for poor readers to facilitate their
reading comprehension.
6.

Conclusion

In general, the MM strategy is a valuable addition to L2 reading comprehension.
The MM method can enhance learners’ ability to comprehend the text at its
discourse level, focus the readers’ attention on the key content of the text.
Besides, it was also improved that MM gave students the opportunity to link the
existing knowledge with the new one and they might feel they could understand
the reading better. As a result, the students’ reading achievement is improved
optimally. Specifically, MM is a powerful tool for learners and it is important and
essential for reading comprehension. Using mind mapping can help teachers,
learners and researchers in handling and improving the reading comprehension
strategy as well as contributed its role in training the students to be more
confident and creative in learning process. We do hope that all of the information
relating to mind map strategy and reading comprehension would be a kind of aid
for developing new approaches to improving EFL learner’s reading
comprehension.

REFERENCES
Buzan, T. Retrieved April 18th, 2010, from mind-map.html
Buzan, T. (1984). Use your head. London: Guild Publishing London.
Buzan, T. (2006). The study skill handbook: the shortcut to succeess in your studies
with mind mapping, speed reading and winning memory techniques.
London: BBC Active.
Buzan, T., Buzan, & Barry. (1993). The mind map book. New York: Dutton a
division of Penguin USA.
Coady, J. (1979). A psycholinguistic model of the ESL reader. In R.Mackay, B.
Barkam And R.R. Jordan (Eds.), Reading in a second language. Rowly,
Mass: Newbury House.
Cook, G. (1989). Language Teaching: A scheme for teacher education. Oxford:
Oxford University Press. ISBN 978-0-19-437140-7.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the mind map
study technique. Blackwell Science Ltd: Medical Education.
Grellet, F. (1981). Developing reading skills: A practical guide to reading
comprehension exercises. Cambridge: Cambridge University Press.
Harp, B., & Brewer, J. A. (1996). Reading and writing: Teaching for the
connection. New York: Harcourt Brace College Publishers.
Holland, B., Holland, L., & Davies, J. (2003/2004). An investigation into the
concept of mind mapping and the use of mind mapping software to support
and improve student academic performance. Paper presented at the
Learning and Teaching Projects 2003/2004.
/>%20pgs
%2089-94.pdf
Nunan, D. (2003). Practical English language teaching. New York: NY: McGrawHill.


Toi, H. (2009). Research on how mind map improves memory. Paper presented at
the Paper presented at the International conference on thinking, Kuala Lumpur.

Troy, M. (2010). Putting mind mapping to use in teaching children. Retrieved
February,

2011,

from

/>
education.html
Turner, T; N. (1998). Comprehension: Reading for meaning. In J. E. In:
Alexander, (Gen.ED) (Ed.), Teaching reading. Illinois: Scott, Foresman and
Co.
Williams, C. R. (1994). Semantic map planning: A framework for effective,
reflective teaching, teacher development, and teacher research. MA thesis,
School for International Training, Brattleboro.