Main Article Content
Abstract
In Content and Language Integrated Learning (CLIL) where students are exposed with texts in a language that they are still learning, a mind map could be one of significant alternatives to gain students’ reading comprehension. This exploratory research discuses six EFL students’ voices about how mind map can be an instrument to comprehend English texts they read. In gaining the data, thirty-seven students who enrolled a theory-based subject in forth semester were assigned to write a reflective essay about mind map tasks and six forth semester students were interviewed to get the main data. Students’ portfolio of mind map assignment with teacher feedback was employed to triangulate the interview data. The results show that thirty-seven students agreed that mind map assisted them to comprehend English texts, yet the process was a bit complicated for them. All process that students passed through in making mind map contributed to reach L2 reading comprehension in CLIL classroom. Conclusion and recommendation are also discussed in this article.
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References
- Andrade, M. & Williams, K. (2009). Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29, 1-24.
- Banegas, L. D. (2015). Sharing views of CLIL lesson planning in language teacher education. Latin American Journal of Content and Language Integrated Learning, 8(2), 104 -130. doi:10. 5294/laclil.2015.8.2.3
- Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
- Buzan, T. (2006). The ultimate book of mind maps: unlock your creativity, boost your memory, change your life. London: Thornson
- Chou. P. T. M. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108-115.
- Dalton-Puffer, C. (2011). Content and language integrated learning: from practice to principles? Annual Review of Applied Linguistics, 31, 182-204.
- Grasparil, T. A. & Hernandez, D. A. (2015). Predictors of Latino English learners’ reading comprehension proficiency. Journal of Educational Research and Practice, 5(1), 35-57.
- Ibrahim, R., Schwartz, M., Kahn-Horwitz, J., & Leikin, M. (2013). Bi-cultural aspects of second language learning in a bilingual context. Asian EFL Journal, 15(4). 65-89.
- Malekzadeh, B. & Bayat, A. (2015). The effect of mind mapping strategy on comprehending implicit information in EFL reading texts. International Journal of Educational Investigations, available online @ www.ijeionline.com, 2(3), 81-90.
- Maxwell, J. A. (2013). Qualitative research design: an interactive approach. California: Sage Publication Inc.
- Mohaidat, M. M. T. (2018). The impact of electronic mind maps on students’ reading comprehension. English Language Teaching, 11 (4), 32-42
- Siriphanich, P. & Laohawiriyanon, C. (April 10, 2010). Using mind mapping technique to improve reading comprehension ability of Thai EFL universities students. The 2nd international conference on humanities and social sciences. Faculty of Liberal Art, Prince of Songkla University.
- Tarkashvand, Z. (2015). Male learners’ vocabulary achievement through concept mapping and mind mapping: differences and similarities. Academic Journals. 10(7), 790-798.
- Weiwei, Z. (June, 2017). The application of mind mapping in business English reading teaching. 2nd International Conference on Education, Sports, Arts and Management Engineering. https://www.atlantis-press.com/proceedings/series/assehr
- Wibowo, Y., Syafrizal, S., & Syafryadin, S. (2020). An Analysis of English teachers'strategies in teaching reading comprehension. JALL (Journal of Applied Linguistics and Literacy), 4(1), 20-27. Retrieved from https://jurnal.unigal.ac.id/index.php/jall/article/view/3153
- Zhao, Y. (2003). The use of a constructivist teaching model in environmental science at Beijing Normal University. The China Papers, 2, 78-84.
- Zhou, S. (2016). Scaffolding Chinese college students’ English learning through mind mapping. International Journal on Studies in English Language and Literature, 4(1), 31-35.
References
Andrade, M. & Williams, K. (2009). Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29, 1-24.
Banegas, L. D. (2015). Sharing views of CLIL lesson planning in language teacher education. Latin American Journal of Content and Language Integrated Learning, 8(2), 104 -130. doi:10. 5294/laclil.2015.8.2.3
Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Buzan, T. (2006). The ultimate book of mind maps: unlock your creativity, boost your memory, change your life. London: Thornson
Chou. P. T. M. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108-115.
Dalton-Puffer, C. (2011). Content and language integrated learning: from practice to principles? Annual Review of Applied Linguistics, 31, 182-204.
Grasparil, T. A. & Hernandez, D. A. (2015). Predictors of Latino English learners’ reading comprehension proficiency. Journal of Educational Research and Practice, 5(1), 35-57.
Ibrahim, R., Schwartz, M., Kahn-Horwitz, J., & Leikin, M. (2013). Bi-cultural aspects of second language learning in a bilingual context. Asian EFL Journal, 15(4). 65-89.
Malekzadeh, B. & Bayat, A. (2015). The effect of mind mapping strategy on comprehending implicit information in EFL reading texts. International Journal of Educational Investigations, available online @ www.ijeionline.com, 2(3), 81-90.
Maxwell, J. A. (2013). Qualitative research design: an interactive approach. California: Sage Publication Inc.
Mohaidat, M. M. T. (2018). The impact of electronic mind maps on students’ reading comprehension. English Language Teaching, 11 (4), 32-42
Siriphanich, P. & Laohawiriyanon, C. (April 10, 2010). Using mind mapping technique to improve reading comprehension ability of Thai EFL universities students. The 2nd international conference on humanities and social sciences. Faculty of Liberal Art, Prince of Songkla University.
Tarkashvand, Z. (2015). Male learners’ vocabulary achievement through concept mapping and mind mapping: differences and similarities. Academic Journals. 10(7), 790-798.
Weiwei, Z. (June, 2017). The application of mind mapping in business English reading teaching. 2nd International Conference on Education, Sports, Arts and Management Engineering. https://www.atlantis-press.com/proceedings/series/assehr
Wibowo, Y., Syafrizal, S., & Syafryadin, S. (2020). An Analysis of English teachers'strategies in teaching reading comprehension. JALL (Journal of Applied Linguistics and Literacy), 4(1), 20-27. Retrieved from https://jurnal.unigal.ac.id/index.php/jall/article/view/3153
Zhao, Y. (2003). The use of a constructivist teaching model in environmental science at Beijing Normal University. The China Papers, 2, 78-84.
Zhou, S. (2016). Scaffolding Chinese college students’ English learning through mind mapping. International Journal on Studies in English Language and Literature, 4(1), 31-35.