Abstract
This study was aimed to investigate the effectiveness of integrated mind mapping and carousel feedback technique in teaching writing. These techniques were integrated to facilitate the students for practicing individual and group brainstorming. It was aimed to create sufficient teaching procedures which effectively could solve the students' writing problem especially in generating and organizing ideas at prewriting process. Thus, the students' writing skill could be improved. Furthermore, a quantitative research with one-group pretest–posttest design was conducted. The samples of this study involved 21 participants consisting of 8 males and 13 females who were chosen purposively based on their low writing skill. They were students at the second semester of English Department in State Islamic Institute of (IAIN) Metro. The pretest and posttest were administered before and after the treatment was given. The data was analyzed through paired sample T-test by SPSS. The results showed that there was significant improvement of the students' writing skill after being taught by using integrated mind mapping and carousel feedback technique. The data proved that tobserved(7.421) is higher than ttable(2.086). Much deeper, the result also found that there was significant improvement on the aspects of content, organization, and vocabulary. The tobserved of content (5.458), organization (5.487), and vocabulary (2.335) is higher than ttable(2.086) at the significance level less than 0.05. It can be inferred that, the integrated mind mapping and carousel feedback technique is effective to enhance the students' writing skill particularly on the aspects of content, organization, and vocabulary. This study implied that the English teachers can apply integrated mind mapping and carousel feedback technique especially to solve students' problem in prewriting process.
Highlights
Teaching English as a Foreign Language is not a simple matter for English teachers around the world
The results indicated that the learners, who were taught through mind maps, improved cohesion and coherence; content paragraph structure and length in writing
The result of the students’ writing pretest and posttest score in general can be summarized in table 2
Summary
Teaching English as a Foreign Language is not a simple matter for English teachers around the world. They have a duty to teach four skills in English namely listening, speaking, reading and writing. For writing, it is considered as the difficult skill to be mastered by the students. According to Brown[2], there are several compositions which are important in English writing. Brown organizes a good deal of attention was placed on “model” compositions that students would emulate and on how well a student’s final product measured up against a list of criteria that include; content, organization, vocabulary, grammar, and mechanical
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