Fifth: the student tell their mind mapping in front of the class, then some others give

their opinion; whether they have similar thinking about the text. For the second meeting,
there are only some students present their mind mapping. It is used to maximize the
used of time.

Sixth : the students have to answer some questions related to the text, in order to make
sure whether their reading comprehension are helped by mind mapping. The question
are given after the students present their mind mapping in front of the class.

In short, students are explained about the concept of mind mapping and the advantages
of mind mapping in the beginning of teaching reading comprehension through mind
mapping. Then, they are divided into some groups to draw their own mind mapping.
After that. They are asked to comprehend narrative text in group which later they are
asked to draw its mind mapping based on what they comprehend about the text. Then,
they have to present their mind mapping in front of the class. At the end of the
presentation, the students discuss whether or not each group of student have similar idea
about the text. Finally, the students have to answer the questions about the text. It is
used to know their comprehension. In this case, the teacher has role facilitator.

E. Teaching Reading in Junior High School According to K-13 According to K-13,

teaching reading in junior high school aims to develop the students' ability to
comprehend and create kinds of short functional text and monologue and essay formed
procedure, descriptive,