Does Mind Mapping Technique improve Cohesion and Coherence in Composition Writing? An Experimental Study

Abstract

The purpose of this study was to compare the effectiveness of the instructions, founded on mind mapping and traditional teaching techniques for cohesive and coherent teaching in the composition writing of tenth-grade students. This study used a pre-test post-test control group design. Sixty (60) junior students (30 boys and 30 girls) from two schools were randomly selected. The students in the control group were guided by traditional teaching techniques, and the students in the experimental group were guided by the technique of mind mapping. The Subject Achievement Test (SAT) was conducted as a pre-test and post-test on two groups to assess student achievement. As a result, it was discovered that there was a significant difference in the average posttest scores between the experimental group and the control group in terms of the student's Subject Achievement Test (SAT). In addition, gender has a great influence on students' writing performance. The conclusion is that mind mapping technique was more effective than traditional techniques in terms of students' achievements in composition writing. The study has the potential to pave the way for future researchers. Keywords: Mind-mapping technique, composition writing, Grammar Translation Method, Subject Achievement Test, students’ achievement