Use Of Mind Mapping Research Articles

Penyusunan Peta Konsep Mempermudah Belajar Siswa Selama Masa Pandemi Covid-19

Based on some research, mind mapping proven effective to use in the class, but the use of mind mapping still rarely used in the class during pandemic. The purpose of this article is 1) to analyze of making mind mapping; 2) to describe the using of mind mapping during this pandemic; and 3) to analyze the impact of using mind mapping in class. This article uses literature study. The validity of this data is by using some study from another research with an extension time. Data comparation is used as data analysis technique in this article. The conclusion in this article are 1) while making mind mapping, requires some laws so that benefit would achieved optimally; 2) using mind mapping with outlines and good instruction about material is a good option during pandemic; 3) using of mind mapping is proven effective to make student easier to know about the material and it will improve their critical thinking skills.

Visualization of Learning and Memorizing Processes Using Mobile Devices: Mind Mapping and Charting

<p class="0abstract">The purpose of the study is to test the effectiveness of visualization of learning and memorization in the educational process in higher educational institutions. The research was carried out in higher educational institution in the Russian Federation among 1-4-year students as well as teachers. The sample included 200 students and 35 teachers. The experiment consisted of three stages - introductory, experimental, and final. The initial assessment of students’ professional knowledge was carried out at the introductory stage. The goal of the experimental stage was to introduce visualization of learning and memorization, mainly, the use of mind maps and charts in students’ professional training. Tasks were developed and used, providing for the creation of mini projects, construction layouts with charts, mental maps (reflecting the professional role of a specialist in construction and architecture fields), features and stages of design, priorities of architectural and construction activities. At the final stage, the final assessment of students’ progress in vocational training and a comparative analysis of the data were carried out, conclusions were drawn about the advisability of visualizing the processes of learning and memorizing in higher education. Teachers’ attitude towards the active implementation of visualization of learning and memorizing was also studied at the introductory and final stages. To determine teachers’ attitude towards the active implementation of visualization of learning and memorizing, the survey was conducted. The introduction of the above-mentioned tasks gave the following results in the experimental group. Namely, there were high growth rates of students with a high level of knowledge (11.5%), 16.4% - with a sufficient level of knowledge and 13.7% - with an average level of knowledge; there was also a decrease in the number of students with low grades (by 16.6%) compared to the control group at the final stage. The number of teachers with positive-promising and positive attitude towards visualization of learning and memorizing increased by 14.3%, the number of respondents with positive-neutral attitude decreased by the same percentage, and there was not a single teacher who retained a negative attitude. The practical value of the results lies in the possibility of using the questionnaire and tasks developed in the real educational process of modern higher education institutions.</p>

Uso de mapas mentais para avaliação do potencial educativo do modelo didático bidimensional sobre replicação do DNA

Alguns temas de biologia, por serem complexos e abstratos, acabam se tornando grandes empecilhos no aprendizado, sendo um desafio para a didática dos professores. Para facilitar o processo de ensino e aprendizado diferentes recursos podem ser utilizados, como exemplo, o uso de modelos didáticos. O objetivo deste trabalho foi avaliar por meio da análise de mapas mentais a interferência mediada pela sequência didática estruturada para aplicação do modelo didático bidimensional sobre replicação de DNA entre discentes do Ensino Médio. Através de um estudo qualitativo descritivo, foram coletadas informações dos processos educacionais incitados nos estudantes ao interagirem com o modelo proposto. Destacamos que este trabalho apresenta uma inovação metodológica de coleta de dados e análise por meio dos mapas mentais. Verificou-se que os alunos demonstraram-se interessados, motivados e interagiram bastante durante todos os encontros e, nossos resultados sugerem interferência positiva do uso do modelo bidimensional proposto para o aprendizado e consolidação do tema da replicação do DNA. Os mapas aferidos após o uso do modelo didático apresentaram-se multiestruturais, com mais ilustrações e textos relacionados ao tema além de obterem maior pontuação. Conclui-se que o uso de mapas mentais é um instrumento viável e completo para avaliar o processo cognitivo dos alunos na construção de seu aprendizado e, destacamos que o modelo didático bidimensional de replicação do DNA proposto confirma a viabilidade e vantagens de utilização de atividades ativas e lúdicas na promoção do ensino/aprendizagem por facilitar a visualização/manuseio concreto para entendimento de estruturas e conceitos abstratos relacionados a diferentes áreas da ciência.

Exploring The Complexity of Student-Created Mind Maps, Based On Science-Related Disciplinary and Interdisciplinary Core Ideas

The success of science education is in promoting conceptualisation, both disciplinary and interdisciplinary, in meeting desired learning goals. This research seeks to identify the quality of, upper secondary school students’ dimensions of knowledge and conceptualisation, related to a set of science-related disciplinary and interdisciplinary core ideas. Using validated guidelines, data collected from grade 10 (N=254) students, and an abductive thematic analysis approach are used to subsequently analyse student-created mind maps. Results show that most students are able to create mind maps, although these tend to be very general and indicate few interconnections between the different dimensions of knowledge presented. The results further suggest that, in general, it is difficult for students to conceptualise the interrelationships between science-related disciplinary and interdisciplinary core ideas and even show that some students hold misconceptions. The use of mind maps is seen as a meaningful approach to identifying learners’ ability to relate dimensions of knowledge applied to disciplinary and interdisciplinary core ideas in science education. The research identifies a need to investigate learning approaches in secondary school studies so as to promote more emphatically interconnections between disciplinary and interdisciplinary core ideas.

The Students’ Motivation in Writing through Mind Mapping at Tomakaka University of Mamuju

The aim of this research is to find out whether the use of mind mapping can motivate the students in writing. The method was used is mix method (Quantitative and Qualitative). The subject of this research was the second semester students of Tomakaka University of Mamuju. The data was collected and analyzed through scoring scale which includes the content, organization, vocabulary, language use and mechanics by using Jacob’s scoring rubric. Then, to find out the students are motivated through the method applied or not, it was used questionnaire and interview. The questionnaire wasanalyzed by the Likert scale, it is divided into strongly motivated, motivated, fairly motivated, unmotivated, and strongly unmotivated.Then, interview are used to confirm the students answers in the questionnaire. The result of this research is the second semester students of TomakakaUniversity of Mamuju are motivated in writing through Mind Mapping method. It can be shown from the data of writing test, questionnaire and interview. The result of the treatment given showed a trend of increasing students’ writing score. And also, students gave positive responses to the questionnaire distributed where most students answered that Mind Mapping method was very useful in increasing their writing motivation.

PENERAPAN MODEL PEMBELAJARAN PETA PIKIRAN DALAM PEMBELAJARAN MENULIS CERITA PENDEK

Short stories are stories that have a short physical appearance. Generally, the numbers are around 500-5,000 words. Mind map is the utilization of the whole brain by using visual images and other graphic infrastructure to form a deeper impression. The purpose of this study to 1) Know the learning of short story writing before giving treatment 2) Know the learning of short story writing after being given treatment 3) Know the difference in learning outcomes of short story writing on students who learn by using traditional learning models with students who learn by using mind map learning models. Methodologically, this study uses a quasi-experimental method with a mind map learning model. The use of mind maps is intended so that students can more easily create a writing framework before writing a short story in its entirety. This is the reference for students in writing short stories. Then students begin to compile the story by referring to the mind map framework they made, by referring to aspects of the short story including aspects of content, aspects of structure, and aspects of language rules. From the entire series of research conducted, it can be concluded that there are differences in learning outcomes of short story writing from class XI students of SMA Negeri 4 Cimahi who learn by using a mind map learning model better than those using conventional learning models.

Using Mind Mapping in Family Meetings to Support Shared Decision Making with Pediatric and Geriatric Patients.

Divergent objectives and narratives among members of a healthcare team may lead to suffering, underscoring the need to align patient care with the patient's self-identified priorities and goals. Shared decision making (SDM) with patients who may not be able to make healthcare decisions for themselves presents a unique challenge to healthcare providers, caregivers, and patients. Children and the elderly are two such groups where substituted decision making is often required. Family meetings, wherein stakeholders in a patient's care are gathered, present opportunities to align expectations and clinical goals. There is a clear need for a technique exploring all facets of the patient's story within the context of the biopsychosocial-spiritual model. We sought to promote narrative equity among stakeholders and maintain patient focus during family meetings. We describe the use of Mind Mapping in the family meeting to meet these objectives. Using two clinical scenarios, one involving a geriatric patient and another involving a pediatric patient, we describe the stepwise development of Mind Maps and how their use informed discussions among stakeholders in the family meeting. Stakeholders found the Mind Maps easy to draw and helpful in eliciting their own priorities and preferences. Group exploration and refinement of the Mind Maps helped stakeholders to appreciate others' sometimes divergent perspectives, to ensure that the patient's voice was heard, and to ensure that care decisions were patient focused. Mind Mapping was easily performed in two clinical scenarios, allowing the patient, family, and medical team to explore the biopsychosocial-spiritual model extensively, to appreciate each stakeholder's priorities, and to identify areas for further development. We have found that Mind Mapping helps define the 'topography' of relationships, prioritizes team discussions, finds shared interests in seemingly divergent objectives, and identifies which team member may best lead a discussion on a particular topic. Mind Mapping may be a useful tool for family meetings, particularly for geriatric and pediatric patients with multiple stakeholders involved.

THE USAGE OF MIND-MAPS FOR THE FOREIGN LANGUAGE LEARNING AT HIGH SCHOOL

Despite profound objective and subjective differences, the development of the educational systems of different countries takes place in a single direction – the search for the new values and aims of education. If we take a look at the modern school (educational) programs and books, we will observe the sudden increase of information volumes, first of all, through complication and enrichment of conceptual apparatus. This is a result of the wish of modern education to exclude any lagging behind development of the science, which, in its turn, facilitates and speeds up the development of production, and education. Such a rapid development of modern society leads to emerging of serious contradictions in the system of national education. These contradictions confirm that the extensive way of the education development can’t be too long. As one of the instruments to modernize the education the mind-maps are viewed. The top priority in the development of modern humanitarian education and foreign languages lies in its communicative focus. All the members of the educational process are personally interested in the guaranteed high-quality results, which can be achieved through the technological approach during the high school classes. The necessity of the methodologic solution of the increasing results of educational process, conditioned by the requirements to the class, which have changed and the desire to overcome the contradictions mentioned above facilitated the choice of the topic: "The use of mind-maps for studying foreign languages at high school". The technology of creative multilevel information encoding (analogous to sign-and-symbol activities) is made up of method: mind mapping. Mind maps focus on structuring the contents of a text making use of the principles of information encoding to create a text gestalt by means of encoding verbal information in terms of images, specially designed abbreviations and shortenings. Mind maps can be used for pretty much any thinking or learning task, from studying a subject (such as a new language) to planning your career or even building better habits. They're great for teams to use as well, for group brainstorming and interactive presentations. The methodological base of the research is a psychological concept of the age peculiarities of a personality, the theory of the creative educational activity, the theory of creativity, the thesis of the of Gestalt psychology on the integral perception (gestalt); innovational educational technologies, the theory and methodology of teaching foreign languages of national an foreign scientists. The mind map is the external mirror of your own radiant or natural thinking facilitated by a powerful graphic process, which provides the universal key to unlock the dynamic potential of the brain. In the context of overloading pupils with academic information the issue of applying effective means of its mastering, namely mind maps (mastery learning) allowing of gaining deep and lasting proficiency in academic material in a compressed, verbal and image form, becomes especially relevant.

IMPROVING STUDENTS’ WRITING DESCRIPTIVE TEXT USING MIND MAPPING TEACHING STRATEGY OF THE TENTH GRADE STUDENTS OF SMA NEGERI 4 KUPANG IN ACADEMIC YEAR 2017/2018

This project entitled “Improving students’ writing descriptive text using mind mapping teaching strategy of the tenth grade students of SMA Negeri 4 Kupang in academic year 2017/2018.” This research is aimed at; 1) to find out the use of mind mapping teaching strategy can improve the writing ability of tenth grade students, 2) to find out the weakness and strength of mind mapping teaching strategy. This research was classified as action research. It was done in two cycles. The first cycle was divided into two meetings and the second cycle was divided into two meetings. The research was done with the participation of 43 students of the tenth grade students of science program. The data obtained during the research were qualitative and quantitative data. The qualitative data were in the form observation checklist while the quantitative data were in the form of the students’ scores.
 The results of the research showed that the use of mind mapping effectively improved the students writing ability. Based on the qualitative data, the students were able to generate their ideas to produce well-organized recount texts. They were also able to use the appropriate vocabulary, correct grammar, punctuation, spelling, and capitalization in their writings. During the teaching and learning process, they also showed positive response toward the lesson. Based on the quantitative data, the students’ mean score improved. In the pre-test, the students’ mean score was 60.58 The students’ mean score in the post-test 1 is 70.81 and the students’ mean score in the post-test 2 is 78.60, which the last mean score is higher than KKM which is 75.00. It means that there are a difference between the students’ writing descriptive text before and after the action research.

The use of mind mapping in health education in extended care for children with caries.

ObjectiveTo investigate the application of mind mapping-based health education in extended care for children with caries.MethodsThis was a prospective study of 159 eligible children with caries. Participants were randomly assigned to an observation group and a control group, and received extended health education and guidance. Patients in the observation group received health education with mind mapping. In the third month after the first visit, a questionnaire survey was conducted to assess knowledge of extended caries diagnosis and treatment in children and their parents. Children also underwent a bacterial plaque test.ResultsCaries knowledge was significantly greater in the observation group than in the control group. There was no significant between-group difference in debris index on the bacterial plaque test. The observation group had a significantly greater number of follow-up visits in 12 months than the control group.ConclusionsMind mapping was effective in the implementation of extended care. Mind mapping information was more accessible to children and their parents, increasing their compliance with health education. Thus, mind mapping is an appropriate health education tool for use in extended care for children with caries.

THE USE OF MIND MAPPING TO TEACH READING COMPREHENSION

The research was aimed at finding out the impact of using mind mapping toward students’ reading comprehension. This study was classified as a quasi experimental research design using two intact classes as an experimental and control group. The experimental group was treated using mind-mapping technique, while the control group was subjected to conventional learning technique. The sample of this study was the first year students of Nabi’ Nubu’ Islamic Senior High School. The instrument of this study employed reading test for students in both groups. The reading tests were distributed in the pre-test and post-test. The data analysis used descriptive and inferential statistic. The data were met the normal and homogeneous data. The result of the study showed that the mean scores of the experimental group (71.76) was higher than the control group (60.24) after treatment was given. Thus, the use of mind mapping has a significant effect towards students’ reading comprehension. It indicated that the technique can be an alternative technique to teach reading comprehension.

Patent technometry by mind maps: a study on the recycling of waste electrical and electronic equipment

Objective: To demonstrate the possibility of relating bibliographical review and patent technometry in a study on the recycling of waste electrical and electronic equipment (WEEE). Method: Technometry in patents using a mind map generated from the classification of 466 patent registers. The prospecting of patents was carried out through the software Patent2Net accessing the database of the European Patent Office (EPO). Originality/Relevance: Research in patent databases as a source of information has been growing substantially with advances in information technology, but the identification of relevant records in a given context from the large volume of data available is still a challenge. In this work, we have analysed a method that has not yet been published, which deals with patent technometry with the use of mind maps. Results: The patent records found were related to the main problems mentioned in the literature on WEEE recycling, involving the following aspects: a) separation of high-value components from other elements. b) reduction of the environmental impact of battery recycling; c) transformation of solid waste into material useful or harmless to the environment; d) separation of metals from plastic waste; e) solutions for the adequate collection of residues from the domestic environment; and e) techniques to reduce the health impact of recycling professionals. Theoretical/methodological contributions: Presentation of the method of patent analysis by mind maps as a complementary resource to bibliographic research in studies aimed at technological innovation.

Graphic Organisers: The Use of Mind Maps and Concept Maps for Indexing of Concepts in Science Education

Teaching is not limited to making the learners literate; it aims at helping them to become a creator by employing the creative mental faculties such as perception, reason, will, memory, imagination and intuition. The teaching process involves input and output of lot of information which depends on several variables. One of the variables is the learning style of the student. Research acknowledges that every student has a specific or a combination of styles of learning. Like, some learns better while writing, some through listening, some through visuals, some through activity and some learns better if they are taught by using combination of two or more of these styles. The objective of every teacher is ‘to impart the knowledge in the best possible manner’ and for this, any unusual strategy used by the teacher to meet the diversified needs of the students, can be termed as an Innovative strategy. Such innovative strategies in teaching not only level up the standard of education but also empowers the future generation by strengthening their cognition. The present study aimed to explore the usefulness of concept maps in an understanding of ideas in isolation and the use of Mind Maps in summarising all the ideas as a whole. This was an experimental research with one sample, pre-post-test design. The researcher delivered three chapters of the Biology of IX grade through Concepts Maps and Mind Maps. The sample was selected through purposive sampling technique and the intervention was given for 4 weeks in one of the government schools of Delhi. The analysis revealed that the null hypothesis was rejected and the difference between the scores of pre and post-test was found to be significant. Through the analysis of the Researcher’s Diary, used as tool to triangulate the quantitative findings, it was concluded that concept maps and mind maps were found to be effective pedagogical tools to develop the concepts, comparing and contrasting, improve factual recall and to have a deeper level of understanding through interlinking. It was revealed that the mapping was also found to be useful in identifying the learning gaps, build a conceptual hierarchy, and facilitate new learning onto the previous one. The findings of this study were in consonance with the viewpoint of other studies conducted on Graphic organizers. The study suggests the use of Graphic Organisers in the classrooms across the curriculum and subjects as it is based on the technique in which the new information is matched, compared to, contrasted to, joined with or modified to fit in with the previously attended information, thus, assists students to reach to the high levels of cognitive performance.

Effectiveness of Mind Mapping as an Active Learning Tool among MBBS Phase-1 Students in Biochemistry

Introduction: Mind mapping, an active learning tool facilitates student learning but remains underutilized in medicine. The present study was conducted with aim of assessing the effectiveness of mind maps as an active learning tool to augment learning in biochemistry and perception of students and faculty of the same. Methodology: Present cross-sectional study included phase-I medical students (n=140) from BLDEA Shri B M patil medical college. Participants were randomized into study and control group by using computer generated random numbers and intervened by use of mind mapping and conventional assignments respectively. Student performance was measured using multiple choice questions with a maximum score of 25. Feedback was collected from the students as well as the faculty was analyzed. Results: The mean scores in pre and post test of study group -I and control group-I were (12.19, 12.75) (12.14, 11.73) respectively. After Cross over,the mean scores in the pre and post tests of the study (II) and control groups (II) were (14.98, 16.10)and (14.7,15.96) respectively. Data was analyzed and compared by Wilcoxon signed rank test and were statistically insignificant in the group –I but highly significant in group‑II. Student feedback on mind maps had high positive ratings for longer retention (90%; n=126) and better time management (70%, n=98). The staff perceived that mind maps are helpful when applied for large information as in the medical curriculum (87%) and made students responsible for individualized learning. Conclusion: Our study concludes that learning to learn becomes more important when there is larger information to be retained as well as analyzed as in medical curriculum and can be effective in making learning abstract concepts as in medical biochemistry more enjoyable and helps integrate basic concepts with other specialties. It also facilitates lateral thinking and longer retention of concepts which would further help them manage time and to fare better in examinations.

THE USE OF MIND MAP TO IMPROVE STUDENTS’ VOCABULARY AT SMP WARINGIN BANDUNG

The research concerns the problems found in teaching and learning English vocabulary. The students had difficulties in discovering the meaning of words and the application of the words. Vocabulary is the key in language skill. The aim of this research was to improve students’ vocabulary mastery by applying mind map for eight grade students at Waringin Junior High School in academic year 2018/2019. The method used in this analysis is Classroom Action Reseach (CAR) which consists of Planning, Acting, Observing, and Reflecting. This research was managed in two cycles. The participants of this reseach were eight grade students . The instruments used in this research were observation and test. From the data collected by the researcher, it can be drawn a conclusion that the use of mind mapping were able to improve students’ vocabulary mastery. It can be seen from the improvement of mean score of pre-test was 59,833. Then, the mean score of post-test1 increased 63,100, and mean score of post-test 2 was 80,733. Thus, it can be concluded that the mind map was the right method to be applied in teaching vocabulary.

Virtual Learning Environments in the Light of Mind Maps and Flashcards

Mind Maps' and Flashcards' techniques are widely used in various sectors for different purposes. The use of Mind Maps focuses on the elaboration of physical models representing the neural connections between certain subjects, as well as for projects organization, for educational purposes or as a way of presenting content. Flashcards, on the other hand, propose a learning methodology based on key points of the approached content, commonly used for Foreign Language teaching and learning. Thus, this Systematic Literature Review proposes a theoretical and exploratory research on the application of Mind Maps and Flashcards in Virtual Learning Environments (VLE). Through the analyzed bibliography, approaches which connect Foreign Language teaching and learning with Flashcards were found and the studies proved this association to be feasible. However, neither VLE based on Mind Maps or Flashcards were found, nor theoretical evidence describing the implementation of both methodologies together.

The Use of Mind Mapping Technique to Increase EFL Students’ Motivation in Writing (A Case Study at the Eighth Grade of A Junior High School in Brebes)

This article focuses on describing the implementation of mind mapping technique to increase students’ motivation in writing descriptive text. An English teacher and 36 students in a Junior high school in Brebes participated in this study. A qualitative design was used, and data were collected through classroom observation, questionnaire and interview. This study found that the teacher did three steps in implementing mind mapping: giving students image of mind mapping, designing the writing task, and asking students to finish the writing task. Meanwhile, interview data indicated that most students enjoyed learning descriptive text by means of mind mapping. Regarding students’ motivation, data from observation revealed that most students enjoyed the activities, as seen from their enthusiasm. Likewise, questionnaire data indicated that most students gave positive perceptions towards the use of mind mapping. Most of them strongly agree with the statement that this strategy can make the learning process become imaginative. In short, it can be concluded that the teacher has successfully applied mind mapping technique. It can make the students enjoy and more interested in learning descriptive text. Therefore, the writers suggest that teachers apply various strategies in teaching and learning process, especially mind mapping, to create an enjoyable classroom atmosphere. Meanwhile, other researchers are recommended to discover the use of mind mapping in teaching other text types

Improving Students Learning Outcomes Through Mind Map in Human Reproductive System Topic in Natural Science Learning

Natural science learning on the topic of the human reproductive system still gets a low score. That is due to the lack of use of learning media. The purpose of this study is to improve student learning outcomes through the use of mind maps in the topic of the human reproductive system. The research method used was classroom action research with the stages of pre-cycle, cycle 1, and cycle 2. The study was conducted in July 2019 and carried out at State Junior High School 1 South Tambun, Bekasi, Indonesia. The results showed that student learning outcomes increased from pre-cycle to cycle 1 (0.50) and from cycle 1 to cycle 2 (0.59) with a moderate gain score category. Whereas the pre-nuclear until cycle 2 (0.79) has a high gain score category. The use of mind maps is very useful because the reproductive system has many concepts that must be made simple. The conclusion is the use of mind maps can improve student learning outcomes on the topic of the human reproductive system

NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING

This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.

STUDENTS’ PERCEPTION ON THE USE OF MIND MAPPING APPLICATION SOFTWARE IN LEARNING WRITING

The aim of this research is to investigate the students’ perception on the use of Mind Mapping in learning writing. Mixed method was employed to describe the students’ perception on the use of Mind Mapping in learning writing and the advantages and disadvantages of Mind Mapping in learning writing. The researcher took class B who joined writing IV class in academic years 2014 as the research subjects. This research used questionnaire and interview as the instruments for collecting the data. Moreover, The research findings showed that there were positive and negative perception on the use of Mind Mapping in learning writing. The majority of the students had positive perception on the use of Mind Mapping in learning writing and they perceived that Mind Mapping is an effective way to help them to organize the ideas in learning writing. Furthermore, the use of Mind Mapping in learning writing gives three advantages, namely: (1) Mind Mapping eased the students to think and organize their ideas before writing something; (2) it facilitated the students to develop their ideas and (3) it helped the students remember better about the ideas. The findings also showed two disadvantages, namely: (1) Mind Mapping took longer time to create and organize the ideas; and (2) it needed computer access to create a Mind Mapping.