STUDENTS’ PERCEPTIONS OF THE USE OF MIND MAPPING FOR PREPARING PRESENTATION MATERIALS IN SPEAKING CLASS: A STUDY ON THE FOURTH-SEMESTER STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM AT NUSA CENDANA UNIVERSITY

Abstract

Presentations are a main activity in speaking classes used to improve speaking skills. However, many students still give their presentations in ways that are often deemed ineffective. One of the influencing factors is the use of ineffective presentation material preparation techniques. Therefore, this study explores the perceptions of students when using mind maps to prepare presentation materials. The research method that was used in this research was descriptive qualitative research method. The subject of this research were 21 respondents in the English Education Study Program at Nusa Cendana University. The writer used a Likert scale questionnaire and conducted interviews with six selected respondents. The research found that: 1) Students responded positively to the use of mind mapping as a tool for preparing presentation materials in the speaking class. The technique helped them organize ideas within their presentations, build confidence, enhance their critical thinking, and reduce their speaking anxiety. 2) There were three types of mind maps that students used to prepare presentation materials, there are: syllabus mind map, chapter mind map and paragraph mind map. The type of mind mapping used is based on the purpose and needs of students in preparing presentation materials. 3) Students also encountered challenges or drawbacks when using mind mapping to break down complex information. They therefore needed a deeper understanding of the technique and to apply it according to the specific needs or problems to be addressed.