Enhancing Junior High School Students’ Reading Comprehension through Mind Mapping Strategy

Abstract

Reading comprehension remains a persistent challenge for many junior high school students in Indonesia, where traditional teaching methods often limit learners’ ability to grasp the overall meaning of texts. This study aimed to investigate the effectiveness of the mind mapping strategy in improving students’ reading comprehension and engagement in English as a Foreign Language (EFL) classroom. The research employed a Classroom Action Research design, combining both quantitative and qualitative approaches. Participants were 30 eighth-grade students from MTs Darul Athfal Ranjok during the 2024/2025 academic year. Data were collected through pre- and post-tests, classroom observations, interviews, diary notes, and documentation, and were analyzed using descriptive statistics and qualitative thematic analysis. The results showed a substantial improvement in students’ reading comprehension, with the average score increasing from 60.8 in the pre-test to 81.5 in the post-test, and the proportion of students meeting the mastery criterion rising from 26.6% to 80%. Qualitative findings further revealed greater motivation, confidence, and active participation in class after the intervention. These outcomes indicate that mind mapping is an effective pedagogical tool for enhancing both cognitive and affective aspects of EFL learning. The study contributes to the development of more interactive and student-centered reading instruction and suggests further research on the use of mind mapping across other language skills and contexts.