Effect Of Mind Mapping Technique Research Articles

The Use of Mind Mapping Technique in Acquisition of Grammar Structures in Foreign Language Teaching

Purpose: As in other languages, Turkish also consists of words formed by the combination of sounds and sounds and meaningful integrity formed by the combination of words in a ruleful way. Therefore, it needs some rules for both the formation of sounds, the formation of words and the formation of sentences, which constitutes grammar. In order to learn a foreign language fully and properly, it is necessary to master the rules of grammar. Methods and techniques designed for learning something in the best and shortest time are important and necessary for teaching grammar in foreign language teaching. The aim of this study is to examine the effectiveness of mind mapping technique, which is a different and new technique, in teaching grammar structures in teaching Turkish as a foreign language. Design/Methodology/Approach: In the study, mind mapping diagrams were used to teach grammar structures in teaching Turkish as a foreign language. According to this diagram, language consists of three components: form, function and use. For this reason, all grammar structures to be explained in the lesson were organized according to these three components and diagrams were prepared. Grammar structures were taught through the diagrams whose instructor opinions were taken. “Interview technique”, one of the qualitative data collection tools, was used in the study. For this, a semi-structured interview form was used. At Sakarya University TÖMER, a total of 22 learners at the A2 level were taught with the mind mapping technique for 7 weeks, and then the learners were interviewed one by one with a semi-structured interview form. Content analysis was used to analyze the data. The data obtained through content analysis were divided into themes and sub-themes. Findings: When the mind mapping technique in teaching grammar structures in teaching Turkish as a foreign language was analyzed according to learner opinions, 5 themes and 23 sub-themes were identified. Highlights: According to the opinions of the learners, positive results such as the mind mapping technique being effective in grammar teaching, being useful, having a structure that offers ease of teaching as well as contributing to recall and developing a positive attitude towards the lesson were determined.

The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu

The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu

KEEFEKTIFAN TEKNIK MIND MAP DALAM PEMBELAJARAN MENULIS KARANGAN DESKRIPSI (Studi Eksperimen pada Siswa Kelas IV SDIT Atikah Musaddad Garut Tahun Pelajaran 2013 - 2014)

This essay titled “The Effectiveness Of Mind Mapping Technique In Teaching Essay Writing Descriptions (Experimental Studies in Grade IV SDIT Atikah Musaddad In 2013-2014 School Year) Mind map technique is the one of writing technique with brain comprehensive approach in order to make comprehensive note in one page. Mind map use visual image and the other graphical instrument to give deeper impression. Mind map technique imitate the workings of the brain record and remember the information through symbol, picture, emotional meaning, and color. Mind map technique make the information or cognition easier to be memorized and pleasure. In learning to write description essay, teachers often use learning techniques that are less fun for their student. Moreover, the student are faced with the problem difficulty in pouring the resulting picture of sensing the object. Because of this, researchers try to apply mind mapping technique in teaching writing descriptive essays to determine the effectiveness of these techniques.Researches propose the following research problems with 1) how the mind map preparation techniques in teaching essay writing descriptions in grade IV SDIT Atikah Musaddad in 2013-2014 school year ?. 2) how the implementation of mind mapping technique in teaching essay writing descriptions in grade IV SDIT Atikah Musaddad in 2013-2014 school year ?. 3) how the effectiveness of mind mapping technique in teaching essay writing descriptions grade IV SDIT Atikah Musaddad in 2013-2014 school year?This research uses experimental methods with one-group pretest posttest design. Samples used in this study were students in grade IV SDIT Atikah Musaddad in 2013-2014 school year. Procedures conducted research as much as 2 meetings. Pretest and posttest values taken from every encounter with the object descriptions of different themes. Based on the hypothesis testing results show that the mind mapping technique effectively used in teaching essay writing descriptions. The results obtained from the two sample paired t test, t count =2,50 > from t table = 2,06 at the first meeting and t count =3,76 > from t table = 2,06 at the second meeting. Besides that, the data gain suggest that increased students' ability to write essays every meeting including low category with a value of 0.1. Thus conclude that learning to write essays descriptions mind mapping technique in grade IV SDIT Atikah Musaddad in 2013-2014 school year effectively used despite the increase include the category of low. The study is expected to be the basis for other research done on mind map technique with the indicator as well as different objects.

The Effect Of Mind Mapping Technique Towards Students’ Strategy in English Writing Skill at Tenth Grade of SMK Nur Hasanah 2 Medan

This study aims to determine the improvement achieved by students in their English writing skills by using the mind mapping technique. This research was conducted by applying quantitative research methods and experimental research designs consisting of pre-test, treatment and post-test to improve students' English writing skills using the mind mapping technique in class X SMK Nur Hasanah 2 Medan. The instruments used were descriptive text writing materials based on the topics given, written tests, mind mapping techniques that were corrected by students and lesson plans. To assess students' ability to write descriptive text, several criteria are used. The cumulative score ranges from (0-100). To determine student achievement in writing there are several criteria that are considered to have five scales of assessment components namely content, organization, vocabulary, use of language, and mechanism. After analyzing the data, it was concluded that there was a significant effectiveness of using the mind mapping technique on students' writing skills. The findings show that the t (effect) score is 1.801. Therefore, the effect of using the mind mapping technique has a significant effect on student achievement in writing skills.
 

The Effect of Mind Mapping Technique on Students' Writing Skills

Writing is the process to bring concentration to the real situation, how the students focus on the ideas and elaborate in the real context. writing is not only arranging words into good sentences, but also knowing the function, meaning, and components of each word. this technique can help students develop their knowledge, think critically, and create ideas in the sentences. Students need a technique to improve their writing skills. Following this, the mind mapping technique is used to help students to improve their writing skills. The quasi-experimental research method involved two groups, namely the experimental and the control class. Both classes were given a pre-test at the beginning. Then, the experimental group was taught using mind mapping techniques while the control group was taught without mind mapping techniques. Then, this research gave the instrument in the last session of this study, both groups were given a post-test. Then for data collection, researchers used a written test and data analysis using a t-test. It proves that there was a significant score on the t-test and the mean score of the experimental class and control class. In the experimental class score is 3.0 and the mean is 28.25. While in the control class, the t-test score is 3.0 and the mean score is 25.00. It proves that mind mapping techniques are an effective way to help students to overcome problems such as nervousness and not being confident to improve their writing skills, it also helps the students to organize systematic ideas and make them easy meaning to understand.

Penerapan Teknik “ Mind Mapping” dalam Pembelajaran Reading untuk Meningkatkan Kemampuan Literasi dan Berpikir Kritis Siswa

This research aimed at finding the effectiveness of mind mapping technique in teaching reading to improve the literacy skill and students’ critical thinking for the tenth grade of SMAN 3 Selong. The stages in this research used lesson study method where there are three things to do, namely the plan, do, and see stages. There are 2 cycles that are carried out in the class, at the first circle is teaching narrative material in class X IPA 1 while the redesigned learning design is at grade X IPA 2 with recount text. The results of the process carried out during the two cycles were an increase in student literacy where the application of the Mind Mapping Technique made it easier for students to understand and simplify material and information in learning to read. class and share about the experience of managing the class. And also this partnership program can be collaborated with various other innovative learning methods and models. It is hoped that this program can be maintained in schools

The Effect of Mind Mapping Techniques on Writing Text Descriptions for Grade 7 Junior High School Students

Teaching subject of English is a compulsory. English as a subject in school immediately improved all four of the abilities. The four abilities are: speaking, listening, reading and writing. Nevertheless, there are still a lot of students of 7th Grade in SMPN 1 Jabon Sidoarjo, especially at 7 E Class, who cannot reach minimum passing grade (KKM) caused by some lack in English lesson, specifically in writing ability of Descriptive text. Common obstacles students are facing are for example: Students cannot create their writing concept of descriptive about people, thing, places, and animals. This study attempted to answer the following research question (1) is there any significant effect of mind mapping technique on students’ writing of descriptive text at seventh grade of SMPN 1 Jabon Sidoarjo. In carrying this research, the researcher formulated the objectives of the study as follows: To find out the effect of mind mapping technique on students’ writing of descriptive text at 7th grade of SMPN 1 Jabon Sidoarjo. Research method: The research design is pre-experimental research with quantitative approach, The population of this research were all students of 7E SMPN 1 Jabon Sidoarjo, The sample was seventh E class consisting of 32 students, The research instrument used in this research was test and the data collected through test was analyzed using T-test formula. The result showed that different of mean score of students’ writing before being taught using mind mapping technique was 57. Meanwhile, the mean score of students’ writing after being taught using mind mapping technique was 86,59. The finding showed that the mind mapping technique was effective to use in teaching writing descriptive text for it could improve students’ writing ability. This research has benefit in English Education study, especially for further research to enrich the resource

The Effectiveness and Students’ Perceptions on Learning Tenses Through Mind Mapping Technique on Elementary Level at an Education and Training Institute in Indonesia

Numerous studies had conducted the use of mind mapping as a technique in teaching and learning English, but relatively few of these studies focused on the effectiveness and students’ perceptions of mind mapping technique in learning tenses on elementary level in a non-formal education institution. This study aimed to investigate the effectiveness of mind mapping technique in learning present tenses and students’ perceptions toward this technique on elementary level students of the English program. 30 students of the English program on elementary level at Aliah Education and Training Institute Makassar took part in the study. Data were collected through pre-test, post-test, observation, questionnaire, and interview and thus used to analyze the results quantitatively and qualitatively using preliminary studies, general mean scores, and percentages of students‘ improvement score. Results of the study showed that the students were really enthusiastic to learn with this technique and the atmosphere of the classroom was more enjoyable. In addition, the students’ ability in using tenses was improved after implementing this technique. In the pre-test, the general mean score of the students was 42.33 and classified as Very Poor. While, the general mean score of the students was 78.92 and classified as Good in the post-test. The students‘ improvement score was increased up to 86.44%. It revealed that mind mapping technique is effective in learning tenses. However, it is suggested that further studies can be conducted with larger data to make it more accurate and applicable.

THE EFFECT OF USING MIND MAPPING TECHNIQUE ON WRITING PROCEDURE TEXT OF ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 TANJUNG PURA IN ACADEMIC YEAR 2016/2017

This study deals with the effect of using mind mapping technique on students’ writing procedure text. The objective of this study was to find out if there was a significant effect of mind mapping technique on writing procedure text. It was conducted by using experimental research. The population of this study was the eleventh-grade students of SMA Negeri 1 Tanjung Pura which consists of six parallel classes. Two classes were taken as the sample of this research, XI MIA-1 and XI MIA-2. The class of XI MIA-1 was an experimental group and class XI MIA-2 was a control group. The experimental group was taught by mind mapping technique, otherwise the control group was taught by using lecturing technique. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. It was found that t-observed (5.98) higher than t-table (1.99). It means that there was a significant effect on students’ writing procedure text at SMA Negeri 1 Tanjung Pura by using mind mapping technique.

Efektivitas Teknik Mind Mapping Dalam Layanan Bimbingan Kelompok Untuk Meningkatkan Kemampuan Perencanaan Karir Siswa

This research was instigated by the low of student career planning ability at State Senior High School 1 Kubu Rokan Hilir. It aimed at knowing student career planning ability, the implementation of Mind Mapping technique on Group Guidance service, and the effectiveness of Mind Mapping technique on Group Guidance service in increasing student career planning ability at State Senior High School 1 Kubu Rokan Hilir. Quantitative approach was used in this research, and it was an experimental research with one-group pretest-posttest design. Questionnaire, observation, and documentation were the instruments of collecting the data. Wilcoxon test was used to analyze the data. The research findings showed that student career planning ability before being given Mind Mapping technique on Group Guidance service was on low category and the mean was 51. After being given Mind Mapping technique on Group Guidance service, it increased to high category and the mean was 81. So, it could be known that there was a difference between pretest and posttest. It could be concluded that Mind Mapping technique on Group Guidance service was effective in increasing student career planning ability, it could be seen from the probability score of Sig. (2-tailed) 0.005 that was lower than 0.05, so Alternative hypothesis was accepted.

Analysis for finding the effect of mind mapping technique on the iranian English as Foreign Language learning’ writing skills

Instructors are always interested in creating environments that motivate students to engage dynamically in their learning process. Mind mapping is one of the teaching and learning strategies that has emerged in this regard. The aim of this study was to determine the effect of mind mapping technique on the development of the organization of writing and learning of intermediate English as Foreign Language (EFL) language learners in Iran. Accordingly, thirty female intermediate English language learners were selected from a well-known institute in a small city as the participants of the study. They were randomly allocated to a control as well as an experimental group each consisting of 15 subjects. The control group was provided with the usual training, while the experimental group was presented with the intervention twice a week during the summer of 2019. Pretest and posttest were applied for both groups in this experimental study and the results were then compared. Based on the research findings application of mind mapping in teaching writing could improve the learners’ writing organization. However, it didn’t show any significant effects on their writing style. As the results of the statistical analyses indicated, an application of mind mapping in writing classes would help the learners to organize their writings in more effective ways..

A study to assess the effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing, Chalakudy

Background: Mind maps are highly effective visual aids that enable students to group together different ideas and enable teachers to present ideas visually and assess their students’ conceptual development and understanding. The present study was to assess effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing Chalakudy. The study included 50 first year B.Sc. nursing students, 25 in lecture group and 25 in mind mapping group.
 Materials and methods: A Quasi-experimental non randomized control group design was adopted and nonprobability convenient sampling technique was used to select the samples. Structured teaching programme regarding psychological test was administered on both group and knowledge level of the students was evaluated immediately after the teaching (‘0 day’) and 7th day to assess the retention of knowledge. Data collected by using structured questionnaire and analysed by using descriptive and inferential statistics. 
 Results:The study revealed that the mean post test knowledge score of students on ’0’day in mind mapping group is (13.52) higher than the lecture group (9). The calculated t value (7.66) is higher than the table value (6.06) at 0.05 level of significance. The mean of the post test knowledge of students on 7th day by using mind map score is 13.32, it is higher than mean of the lecture method knowledge score (8.80). The calculated t value is (7.92) is greater than the table value (2.60) at 0.05 level of significance.
 Conclusion: There for it can be concluded that the mind mapping teaching method is very effective than lecture method among the nursing student on psychological test. The study shows that mind mapping technique help the student to learn, recall, organize and make information meaningful. So they can perform and get good result in examination by using mind mapping technique.

PENGARUH TEKNIK MIND MAPPING TERHADAP KETERAMPILAN MENULIS PUISI SISWA SEKOLAH DASAR

Abstract. This research is motivated by the low writing skills of poetry. This is characterized by students' poetry writing skills that are not productive, still informative, students are still difficult to express their ideas, and are less attractive to students because they only use one technique. One learning technique that can improve poetry writing skills is mind mapping techniques. Mind mapping is also a learning technique to stimulate students' imagination in generating ideas, recording and summarizing using mind mapping. This study aims to examine the effect of Mind Mapping Technique on Poetry Writing Skills of students in elementary school.This study was an experimental study of Quasi Experimental Design with Nonequivalent Control Group Design. The population in this study were all fifth grade students of class V. Sampling is done by saturated sample technique (total sampling), namely VB class as an experimental class and VA class as a control class. The experimental class consisted of 34 students and the control class consisted of 36 students. The instrument used to determine the effect of mind mapping techniques is observation and documentation. The experimental class was treated by using mind mapping techniques in poetry writing skills while the control class without using mind mapping techniques.Based on the results of the pretest obtained the average value of the experimental class 60 and the average value of the control class 64.2. From the results of the comparison of the two sample classes, there was a difference in value of 3.7, so it can be concluded that there is no significant difference between the two pretest grades, meaning that the two classes have the same initial ability. Next, learning was conducted using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. After learning is given then in both classes posttest is conducted. For the experimental class obtained an average value of 82 and for the control class obtained an average value of 77.5. From the results of testing hypotheses with a significant level of 0.05 obtained a significant value of 0,000 because sig. <α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary school. Keywords: Mind Mapping Techniques, Writing Skills, Poetry

The Effect of Mind Mapping Technique on Poetry Writing Skills Elementary School Students

This study aims to examine the Effect of Mind Mapping Techniques on Poetry Writing Skills of students in elementary schools. This research is an experimental research type Quasi Experimental Design with the design of Nonequivalent Control Group Design. Based on the results of the pretest the average value of the experimental class 60 was obtained and the average value of the control class was 64.2. From the results of the comparison of the two sample classes obtained a difference in value of 3.7, it can be concluded that there is no significant difference in the value of the pretest of both classes, meaning that both classes have the same initial ability. Then learning is done using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. After learning was given later in both classes posttest was conducted. For the experimental class the average value is 82 and for the control class the average value is 77.5. From the results of testing the hypothesis with a significant level of 0.05 obtained a significant value of 0,000 because of sig. <α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary schools.
 
 Keywords: Mind Mapping Techniques, Poetry, Writing Skills

Effectiveness of Mind Mapping Technique in Teaching Science to Secondary School Students in Relation to Their Academic Achievement

Effectiveness of Mind Mapping Technique in Teaching Science to Secondary School Students in Relation to Their Academic Achievement

The Effect of Mind Mapping Technique on Students’ Achievements in Music Lesson and on Their Attitudes towards the Mind Mapping Technique

The aim of this research is to determine the effect of the mind mapping technique used in music lesson on student's achievements and on their attitudes towards the mind mapping technique. Research was conducted with a total of thirty-seven students studying in third grade in 2014-2015 academic years in Umraniye District of Istanbul Private Umraniye/ Bahcesehir Elementary School. An experimental and a control group were used in the research. During the implementation of mind mapping techniques in the experimental group, a six-hour lesson plan was prepared on the “Familiar Instruments” subject; then students were informed about the proposed plan and expected achievements from them. In the control group which traditional method was applied, teacher created the lesson plan before entering the course. With regard to the experiment group, totally six hours of course plan comprised of six individual 1-hour sessions was prepared on the subject of “Familiar Music Instruments”; students were notified about this plan; and acquisitions were tried to be given to the students during application of mind map technique. On the other hand, the conventional method was applied with the control group. Mann Whitney-U Test and Wilcoxon Test were conducted during collection of numerical data. As a result of the study, it was determined that experiment and control group were displaying homogenous structure; and that a significant difference was determined only with the post-test scores of the participants from the experiment group.

THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

This study deals with The Effect of Mind Mapping Technique on Students’ Achievement in Writing Narrative Text at SMAN 4 Medan. The objective of this study was to find out if there was a significant effect of mind mapping technique on students’ achievement in writing narrative text. It was conducted by using experimental research. The population of this study was the eleventh grade students of SMAN 4 Medan which consists of six parallel classes. Two classes were taken as the sample of the research, XI-1 IPA and XI-5 IPA. The class XI-1 IPA was an experimental group and class XI-5 IPA was a control group. The experimental group was taught by Mind Mapping Technique, otherwise the control group was taught by using lecturing technique or without used Mind Mapping Technique. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. It was found that t-observed (5.63) higher than t-table (2.00). It means that there was a significant effect on students’ achievement in writing narrative text at SMAN 4 Medan by using mind mapping technique.

Effectiveness of Mind Mapping Technique in Information Retrieval Among Medical College Students in Puducherry-A Pilot Study.

Background:The traditional teaching learning methods involve a one way process of transmission of knowledge leaving the students lacking behind in creative abilities. Medical schools need to change their teaching strategies to keep the interest of students and empower them for future self- learning and critical thinking.Objective:To assess the impact of mind mapping technique in information retrieval among medical college students in Puducherry.Methods:A pilot study was conducted using experimental study design among sixth semester MBBS students (n = 64) at a medical college in Puducherry, India. One group (n = 32) followed the text reading method and another group (n = 32) followed the mind mapping technique to learn the same passage given to them. The knowledge about the topic was assessed using a pre designed questionnaire at baseline, day 0 and day 7. The knowledge gain is the primary outcome variable and is compared between two groups. The feedback regarding the teaching methods was obtained from the participants.Results:Mean knowledge score in the text group was lesser than the mind map group at baseline (2.6 Vs 3.5; p = 0.08). On Day 0, the mean score in text group was slightly lesser than the mind map group (8.7 Vs 9.0; p = 0.26). On Day 7, the mean score in mind map group is significantly more than the text group (8.9 Vs 8.5; p = 0.03).Conclusion:The mind mapping technique is an innovative and effective method in remembering things better than the routine way of reading texts.

Effectiveness of Teaching through Mind Mapping Technique

This Present research through mind mapping techniques has been done to check the effectiveness of teaching. For this the researcher has used Tony buzan’s mind mapping technique to check the effectiveness of teaching through mind mapping. This is why the main purpose of the research – the effectiveness of mind mapping technique was checked in relation to the student’s academic accomplishments and for which class-8th Social Science Subject’s case study for mind mapping was designed. Under this study the teaching method was taken as Independent variable where as academic accomplishment is taken as dependable variable and Gender was taken as Converter Variable. This research was experimental in nature as to check the effectiveness of the Mind Mapping technique two groups has been created. The experimental group was taught through mind mapping technique and the control group was taught through traditional method. As a sample the researcher had selected the sample of 120 students of Prerna School, a Guajarati medium High-elementary school situated in Sector-6 of Gandhinagar, Gujarat. To check the effectiveness of the mind mapping technique case criteria was formulated. Conclusions were made after getting the T-ratio based upon the average score of the test case, standard deviation and standard error of the average score and the aspect of mind mapping technique were known by the questionnaires filled and it was found that the Mind Mapping technique was more effective than Traditional method.

THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

This study was conducted as an attempt to discover the effect of Mind Mapping Technique on Students’ Achievement in Writing Descriptive Text. It was an experimental research. The subject was students of Grade VIII, Junior High School (SekolahMenengahPertama:SMP), which consisted of 207 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was writing descriptive text. To obtain the reliability of the test, the writer applied William Knight formula. The result of the reliability was 0.95, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant μ= 0.05 with the degree of freedom (Df) 72, t-observed value 3.510 > t-table value 1.9932. The findings indicate that using Mind Mapping Technique significantly affected the students’ writing achievement. So, English teachers are suggested to use Mind Mapping Technique in order to improve students’ writing achievement.