Mind Mapping Strategy Research Articles

Analyzing the Students’ Interest on the Use of Semantic Mapping Strategy in Improving Students Writing Skill

This research used descriptive quantitative method. It aimed at finding out and analyzing students’ interest on the use of mind mapping strategy to improve the students writing skill. To gain the data, the researchers used questionnaire with 10 statements. The researchers took second grade students of SMP Satap Pongsamelung and chose 10 students as participants. The data shows that they have good response towards the use of semantic mapping strategy such as: they were always interested, felt helpful and happy to learn English using this strategy particularly in improving their writing skill. Based on the result of this research, it can be concluded that that most of the students were interested to improve their writing skill using semantic mapping strategy.

The Influence of Playing Speed and Mind Mapping Strategy on Learning Effect in Teaching Video

Playback speed; Subtitle; Cognitive processing; Learning effect

THE EFFECTIVENESS OF USING MIND MAPPING STRATEGY TOWARD WRITING ABILITY FOR THE TENTH-GRADE STUDENTS AT SMA NEGERI 3 MOJOKERTO

Especially for students, writing become more important to be mastered in delivering their ideas during writing activity. To developing their ideas, students need strategy. It must be given high attention by teachers during teaching. One of the strategies to develop the ideas in writing is Mind Mapping strategy. Mind mapping have important role for students in writing recount text. Students will be easier to connect one event to other events. Same as the other strategy in learning process, mind mapping have some steps to do that. In this research, the researcher wants to measure The Effectiveness of Using Mind Mapping Strategy toward Writing Ability for The Tenth-Grade Students at SMA Negeri 3 Mojokerto in academic year 2016/2017. The result of t-test was 7,153. After got the t- test score, the reseracher compared it with t-table (df = n1 + n2 – 2 = 72; significance 5% = 0.05). The value of t-table was 1.666. It means that too is highest than table (7.153 > 1.666).

SURFACE STRATEGY TAXONOMY ANALYSIS IN STUDENTS’ PRESENTATION USING MIND MAPPING

Presentations that consist of many sentences, causing students to be unable to develop their use of language. They prefer to read rather than to explain the material by using their own words. This will affect the students' speaking skills. Therefore, this study discusses the students' language used in a presentation by using mind mapping. By using a mind mapping strategy, students are not able to write down all the sentences they present. They only write down the important points of the material so they have to try to make their sentences to explain their material. This research was conducted in two cycles. The data obtained were analyzed based on the theory of surface strategy taxonomy and it was explained descriptively qualitatively. The results showed that the grammatical errors made by students in their presentations using the mind mapping strategy were in the category of omission, addition, misformation and misordering.Keywords: Mind mapping; speaking skill; surface strategy taxonomy

Empowering Mind Mapping Strategy To Improve Students’ Writing Skills In The EFL Classroom

Writing is one of the important language skills to communicate in written forms. Therefore, the improvement of writing skills is absolutely essential to be continually carried out. This study aims at developing writing skills by implementing a mind mapping strategy in the EFL classroom. There two cyclic learning sessions comprising planning, action, observation, and reflection were conducted in this study. The data were collected through administering pre-test, post-test, and questionnaires to the students who participated in this study. Based on the results of data analysis, this study revealed that students’ writing skills could be improved through implementing a mind mapping strategy. Therefore, this study implies that teachers should consider using mind mapping in teaching writing

The effectiveness of using the mind mapping strategy in improving preparatory school students' Creative writing skills

The effectiveness of using the mind mapping strategy in improving preparatory school students' Creative writing skills

THE IMPLEMENTATION OF MIND MAPPING STRATEGY ON STUDENTS’SPEAKING ABILITY (LITERATURE STUDY)

This objective of the study is to improve students' speaking skills through the implementation of the mind mapping strategy. This study uses a literature study consisting of several sources, such as primary sources from books and secondary sources from manuscripts and journals. The results of the research that the author did from several sources studied by Asrifal Mirza increased the score which post-test experiment was higher (mean 69.05) while the mean of post-test control class was 57.11. Researcher tati rahmawati on his journal So it can be seen from the result of the first cycle, in this test we can know that the highest score was 88, the lowest score was 56 and the average of students' score was 71.7, for the second cycle the highest score was 100, the lowest score was 76 and the average of the students' score was 80.9. It showed that there was significant improvement of students' skills in speaking. And from the overall results of previous studies that examined theoretically, it can be concluded that the implementation of mind mapping strategy had a significant effect

The Effect of Mental Maps on Creative Abilities in Learning the Two Skills of Correction from High Jumping and Shooting Accuracy with Hand Ball

Mind maps are one of the modern means of expressing ideas through symbols and shapes, and it is one ofthe techniques used in the art of teaching and education through the use of mental skills in the transfer ofexternal stimuli that are formulated to the inner world. The brain (nervous system) and thus stimulating theprocesses of remembering, creativity and thinking, it is a successful method for the teacher and the student,as the teacher uses it to convey the idea and the student uses it for memory and memorization. It is also agreat model for increasing the common senses in the learning process. Hence the researchers formulatedthe problem with the following question: Do the exercises prepared by the researchers using the mindmapping method develop my creativity and learn my corrective skills from high jumping and accuratehandball? One of the aims of the research is to prepare exercises according to mental maps to teach highjump correction skills and accuracy of shooting with handball to school students. The research also assumesthat there are differences between the tests and measurements of pre and dimensions in the creative abilitiesand learning the skills of correction of high jump and accuracy in manual shooting for the two experimentaland control in favor of the meta-tests. The researchers used an experimental Lee approach on a sample ofYeh fringe students. The most important finding of the researchers is that prepared exercises, formulationand application contribute to the development of creativity among school students. They added that the mindmapping strategy is better than the traditional method through research results in the creative abilities andbasic skills under study.

THE EFFECTIVENESS OF USING MIND MAPPING STRATEGY IN DEVELOPING WRITING SKILLS FOR SIXTH YEAR PRIMARY SCHOOL STUDENTS IN QATAR

This study aimed at investigating the effectiveness of using Mind mapping strategy in developing writing skills for sixth year primary school students in Qatar. Quasi-experimental design was used in this study. The population was the sixth year students of Al Forqan primary school for boys with a total number of 103 students. Out of this population, a purposive sample of 51 students was taken, the control group (27 students) and the experimental group (24 students). First, the data was collected by using a prewriting test. Then, the experiment had been implemented. Next, the second part of the data was collected using the posttest. The data obtained were analyzed by using t-test formula. The findings of study were: A) there are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test of the experimental group in writing skills in favor to the posttest. B) there are statistically significant differences between the mean scores obtained by participants in the post-test of the control group and the experimental group in writing skills in favor to the experimental group. Depending on the statistical analyses of the hypotheses of the study, we can safely conclude that exposing students to the training strategy helped them develop their performance during the post administration of the writing skills test. In light of the results, a number of points can be recommended: writing skills via mind mapping strategy use in the primary stage specially in the 6th grade students should be emphasized in teaching writing skills. Moreover, deliberation attempts should be made to help students in the primary stage acquire and use the writing as amusing as possible. Furthermore, the objectives of teaching English language should concentrate on writing skills beyond the mechanics level and emphasize writing as a process.

Effectiveness of Insect Encyclopedia E-Book With Mind Mapping Strategy to Train Students' Creative Thinking Skills

As technology advances, learning materials in learning are expected to be able to apply technological developments and practice the skills needed in the 21st century, namely communication and creative thinking. E-book, which was developed with a mind mapping strategy, is equipped with various features that can support student creativity. This study aims to produce an insect encyclopedia e-book with a mind mapping strategy to practice creative thinking skills for class X Senior High School which is declared effective. The effectiveness of the insect encyclopedia e-book in terms of learning outcomes, mind mapping skills and student responses. Creative thinking skill can be used to solve the problems and develop the idea. The method used is a modified research and development (R&D) method. The data collection technique was through validation, observation, questionnaires and tests. The data analysis technique was carried out quantitatively. Based on the results of the study, the average score of student learning outcomes was 82.60% and the N gain value was 0.50 in the medium category. The average score of students' mind mapping skills in the high category. And reviewed based on the skills of making mind mapping with good categories and based on student responses positively.

Using E- Mind Mapping Strategy in Developing EFL Preparatory Stage Students’ Metacognitive Reading Skills

Using E- Mind Mapping Strategy in Developing EFL Preparatory Stage Students’ Metacognitive Reading Skills

Improving effectiveness learning solar system through mind mapping strategy with mase paper ball and flashcard

Natural Science Lessons emphasize providing direct experience, to develop competencies in order to explore and understand the natural surroundings scientifically. It is taught to equip students to have knowledge (knowing various ways) and skills (how to do it) that can help students to understand natural phenomena in depth. However, in the learning process, students still have difficulty understanding of the solar system. Inadequate media and conventional learning processes make students’ enthusiastic in participating in learning still low, and this makes learning not as expected by the teacher. In the solar system topic, the teacher expects students to be able to understand the position of the planets in the solar system in order and correctly. The strategy used in the learning process is to apply two-dimensional mind mapping using mase paper balls made of pulp and flashcards made by the teacher. The goal that is expected in the learning process using these strategies and media is to increase the effectiveness of student learning. The research was conducted using the R and D (Research and Development) method using the ADDIE model development method (Analysis, Design, Development, Implementation, Evaluation). Effective learning is active, creative and fun learning for students so that learning outcomes increase. Effectiveness is the level of success achieved from implementing a strategy and learning media, in this case measured from student learning outcomes. The results of the final assessment are in the form of a process assessment and a final assessment.

تعليم اللغة العربية بإستراتيجية رسم الخرائط الذهنية في جامعة سنان دراجات لامونجان الإسلامية

Abstract: Arabic language consists of 3 elements and 4 skills, 3 elements Sound, vocabulary and grammar. And 4 skills, listen, speak, read and write . In learning Arabic I for students of the Sunan Drajat Lamongan Islamic Boarding School University, using an interesting strategy so that students are able to learn Arabic I well. This mind mapping strategy is a mind map which is a technique of utilizing the whole brain by using visual images and other graphic infrastructure to form a deep impression. This study uses a quantitative approach with experimental research methods. The experimental research method is a research method carried out by experiment, which is a quantitative method, used to determine the effect of the independent variable on the dependent variable under controlled conditions. The experimental research design used was one group pretest posttest design, by holding a pretest first then there was treatment and ending with the posttest, thus the treatment can be known to be more accurate, because it can compare with the situation before being given the treatment. The results of this study are that ha higher than ho, by showing the t-test number 2.4 and t-table 1.67, that the t-test is greater than the t-table. So there is a relationship between learning Arabic I for the students of the Sunan Drajat Lamongan Islamic Boarding School University in the Mind Mapping strategy.

Using Mind Mapping Learning Methods for Children’s Language Skills

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods

The Use of Mind Mapping Approach to Facilitate Students’ Distance Learning in Writing Modular Based on Printed Learning Materials

<p style="text-align:justify">The study is intended to expose mind mapping used as strategy for learning which is able to assist students to write their writing assignments. Thirty students who registered in the Teacher Qualification Improvement Program of Universitas Terbuka (UT) was involved as the participants in this present study. The participants had to follow the face-to-face tutorial session of the Instructional System Design course (ISD) course. One of the given assignments of the course was writing the modular based learning materials for the primary school students. The participants had to study the required knowledge and skills of writing the printed modular based learning materials through the systematic and systematic ways. The mind mapping strategy was used to help the students to complete their writing assignments – the printed modular based leaning resources. At the beginning the participants felt uncertain about the writing assignment. The study was found that the use of mind mapping as learning strategy increased the students learning motivation and improve the ability to write the printed modular based learning materials.</p>

تعليم اللغة العربية بإستراتيجية رسم الخرائط الذهنية في جامعة سنان دراجات لامونجان الإسلامية

Arabic language consists of 3 elements and 4 skills, 3 elements Sound, vocabulary and grammar. And 4 skills, listen, speak, read and write . In learning Arabic I for students of the Sunan Drajat Lamongan Islamic Boarding School University, using an interesting strategy so that students are able to learn Arabic I well. This mind mapping strategy is a mind map which is a technique of utilizing the whole brain by using visual images and other graphic infrastructure to form a deep impression. This study uses a quantitative approach with experimental research methods. The experimental research method is a research method carried out by experiment, which is a quantitative method, used to determine the effect of the independent variable on the dependent variable under controlled conditions. The experimental research design used was one group pretest posttest design, by holding a pretest first then there was treatment and ending with the posttest, thus the treatment can be known to be more accurate, because it can compare with the situation before being given the treatment. The results of this study are that ha higher than ho, by showing the t-test number 2.4 and t-table 1.67, that the t-test is greater than the t-table. So there is a relationship between learning Arabic I for the students of the Sunan Drajat Lamongan Islamic Boarding School University in the Mind Mapping strategy.

PENGGUNAAN STRATEGI MIND MAPPING DALAM PEMBELAJARAN KOSAKATA BAHASA ARAB

For muslims, Arabic language is more important than the other languages. One of the ways to understand Arabic is learn about it. Learning strategies have an important role in learning Arabic, including learning vocabulary. But, in reality Many students feel difficult to learn Arabic, especially in mastering mufradat and other materials. One of the reasons is the wrong process when studying mufradat. This paper describes the implementation of mind mapping strategy in learning Arabic vocabulary at Junior High School (SMP) Alam Banyuwangi. This study used a descriptive qualitative approach with three data collection techniques, namely observation, interviews, and documentation. The results showed that mind mapping strategy can help the teachers to solve the problem of learning Arabic, especially to improve students' mastery of Arabic vocabulary. Because mind maps use visual and sensory reminders in a pattern of related ideas. This map evokes original ideas and triggers memories easily.

PENGGUNAAN STRATEGI MIND MAPPING DALAM PEMBELAJARAN KOSAKATA BAHASA ARAB

For muslims, Arabic language is more important than the other languages. One of the ways to understand Arabic is learn about it. Learning strategies have an important role in learning Arabic, including learning vocabulary. But, in reality Many students feel difficult to learn Arabic, especially in mastering mufradat and other materials. One of the reasons is the wrong process when studying mufradat. This paper describes the implementation of mind mapping strategy in learning Arabic vocabulary at Junior High School (SMP) Alam Banyuwangi. This study used a descriptive qualitative approach with three data collection techniques, namely observation, interviews, and documentation. The results showed that mind mapping strategy can help the teachers to solve the problem of learning Arabic, especially to improve students' mastery of Arabic vocabulary. Because mind maps use visual and sensory reminders in a pattern of related ideas. This map evokes original ideas and triggers memories easily.

The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability

<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>

Utilizing a Mind Mapping Strategy to Develop EFL Preparatory Stage Students′ Writing Skills

Themain purpose of the current study was to investigate the effect of mind mapping strategy on developing 46 randomly selected EFL preparatory stage students’ writing skills from Rabaa El Adawia Preparatory School, Kafr Saqr Educational Directorate, Sharkia Governorate in the second semester of the academic year 2019-2020. The researcher adopted quasi experimental design. The participants of the study were equally divided into the experimental and control groups. To achieve the purpose of the study, the researcher designed an EFL writing skills questionnaire, an EFL writing pre-posttest, and a rubric. The experimental group was taught by the use of mind mapping strategy while the control group received regular instruction. The results of the statistical analysis indicated that the experimental group writing skills developed as a result of utilizing mind mapping strategy. So, the researcher recommended that mind mapping activities should be integrated within the learning curriculum. It is suggested that further studies should investigate the relationship between mind mapping strategy and other writing skills, i.e. critical and creative writing at various educational stages.