Use Of Mind Mapping Technique Research Articles

The Use of Mind Mapping Technique in Descriptive Writing among Primary School Students

Tony Buzan first developed mind mapping, which has since become a popular learning technique. It solves various educational tasks by combining information from various sources and displaying it as keywords in a bright, colorful manner. Mind maps have been said to be a good way to study when applied to written material. This research aimed to guide and integrate mind mapping into descriptive writing with primary students. Ninety-four fifth-grade students at a primary school were chosen to participate in the study. Two groups of students from a primary school were recruited for the experiment. The proposed method was to be taught in one class, while the traditional method was to be taught in the other. The results showed that the students in the experimental group who learned using the mind map technique did better in writing than in the control group. Mind mapping has numerous educational applications and can assist students in their writing process. Teachers can use mind mapping tools to expand their knowledge and lay the groundwork for their students' learning. Teachers should be encouraged to take training courses on mind mapping to learn and practice the skills they need to use mind mapping in their classrooms.
  
 Received: 20 February 2023 / Accepted: 12 June 2023 / Published: 5 July 2023

Use of Mind Mapping Technique on Students’ Speaking Achievement At SMAN 11 KENDARI

The researcher conducted this study to describe whether there was a significant effect on the speaking achievement of the students of SMAN 11 Kendari after being given a mind mapping technique and the he population in this study was class XMIPA SMAN 11 Kendari the total number of students was 82, while the sample of this study was class X MIPA 3 which consisted of 22 students. This research was conducted with a pre-experimental research design. In this study, data were collected after giving pre-test, treatment, and also post-test to students. The analytical data used by the researcher was descriptive analysis  and to analyze the data, the researcher used SPSS version 25. Based on the findings of the research, it shows that the mean score of students’ score on pre-test is 2.068, whereas the mean score of students on post-test is 3.12. Indicated that the mean score of students on post-test is higher than the mean score on pre-test. Then, based on the result of hypothesis testing, it is acquired that ttest = 10.042 while ttable = 1.721. Next, the probalility value sig 2-tailed 0.000 is lower than the level of significance 0.05.  In other words, the alternative hypothesis H0 is rejected and H1 is accepted. This means that there is a significant effect of the mind mapping technique on students' speaking achievement at SMAN 11 Kendari.

The Use of Mind-Mapping Technique towards Students' English Vocabulary Retention at a Primary School

The Use of Mind-Mapping Technique towards Students' English Vocabulary Retention at a Primary School

The Effect of Using Mind Mapping Technique on Non-English Major Students’ Grammar Achievement at Dong Nai Technology University

Grammar is an essential component of language learning, as it provides the structure and rules necessary for effective communication. However, non-English major students often struggle with grammar due to their limited exposure to the language. Traditional teaching methods that focus on memorization and repetition may not be effective in helping these students learn grammar. In recent years, mind mapping has been used as a visual tool to enhance learning in various fields, including education. This research article examines the effect of using mind mapping techniques on non-English major students' grammar achievement at the university level. The study was conducted at Dong Nai Technology University in Vietnam and involved 60 non-English major students who were enrolled in a grammar course. The students were randomly assigned to either an experimental group, which received instruction using mind mapping technique, or a control group, which received instruction using traditional teaching methods. The results of the study indicate that the use of mind mapping technique significantly improved the students' grammar achievement, as measured by a pre-test and post-test. The study suggests that the use of mind mapping techniques can be an effective teaching tool in enhancing non-English major students' grammar achievement.

The Effect of Using Mind Mapping Technique on Non-English Major Students’ Grammar Achievement at Dong Nai Technology University

Grammar is an essential component of language learning, as it provides the structure and rules necessary for effective communication. However, non-English major students often struggle with grammar due to their limited exposure to the language. Traditional teaching methods that focus on memorization and repetition may not be effective in helping these students learn grammar. In recent years, mind mapping has been used as a visual tool to enhance learning in various fields, including education. This research article examines the effect of using mind mapping techniques on non-English major students' grammar achievement at the university level. The study was conducted at Dong Nai Technology University in Vietnam and involved 60 non-English major students who were enrolled in a grammar course. The students were randomly assigned to either an experimental group, which received instruction using mind mapping technique, or a control group, which received instruction using traditional teaching methods. The results of the study indicate that the use of mind mapping technique significantly improved the students' grammar achievement, as measured by a pre-test and post-test. The study suggests that the use of mind mapping techniques can be an effective teaching tool in enhancing non-English major students' grammar achievement.

Students' Perceptions on The Use of Mind Mapping Technique in Writing Class

The use of mind mapping in the EFL classroom especially in writing class is imperative to fill the educational needs of the younger generation. There are few studies conducted on students’ perceptions of using mind mapping to learn the writing English language. This research aimed to investigate the students’ perceptions of the use of mind mapping in learning the writing English process at junior high school, MTsN 2 Makassar, Indonesia. Data were collected using a questionnaire that collected a five-point Likert scale to gauge the students’ perception of the use of mind mapping in writing EFL classrooms. Findings from this research indicate that most students showed a strongly positive category according to the range of students’ perception scores. Therefore, the students have a strongly positive attitude to use mind mapping in their writing skills. The use of the mind mapping technique is very interesting to the students, so they are motivated to write a paragraph.

THE APPLICATION OF MIND MAPPING TECHNIQUE TO INCREASE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE EIGHTH GRADE SMPN 38 PALEMBANG

Reading certainly has many purposes, one of which was by reading people can find out the information, increase knowledge and to expand horizons. Thus the writer tried to explore the use of mind mapping technique to know the significant improvement in students’ reading comprehension achievement in recount text after being taught with mind mapping technique and to know the significant mean difference in students reading comprehension between students who were taught by using mind mapping technique and those who were not. The research design in this study is a quasi-experimental design which the population of this study were students from two classes of eighth-grade of SMPN 38 Palembang which consisted of 32 students of each class. Data collection techniques used in this study were pre-test and post-test. Data were analyzed using t-test (paired sample t-test and independent sample t-test). The outcome of t-obtained in experimental group was higher than t-table (17.201>0.2913). Also, the results of each aspect in experimental group showed that there was improvement. Beside, there was also significant mean difference between students who were taught by using mind mapping technique and those who were not.The findings revealed that teaching reading by using mind mapping technique was effective toward students’ reading comprehension achievement in recount text at the eighth-grade students of SMPN 38 Palembang in the academic year of 2021/2022.

Learners’ Perceptions and Attitudes towards the Use of Mind-mapping Technique in Enhancing their Understanding of Short Stories

Learners’ proficiency in ESL includes their ability in comprehending a reading text. Short stories are often found difficult due to linguistic and cultural elements found in the texts. Despite this, Part 2 Diploma students in Universiti Teknologi MARA Perak are required to read a selection of short stories as part of their English class syllabus. In this study, a mind mapping technique is used to assist learners to understand the short stories well. This technique is chosen as its concept involves the process of associating ideas and information through relationship ties. 60 students from 2 English classes were introduced to this mind-mapping technique which they had to apply when discussing the plot of the story and the traits of the main character to ascertain their understanding of the short story. Although the students managed to complete the task well, it was not known whether the mind-mapping technique had helped them in enhancing their understanding of the short stories. Therefore, this paper aims to find out their perceptions and attitudes towards the use of mind-maps in comprehending short stories through a survey questionnaire using 5-Likert scale. The data from the survey underwent a statistical analysis using SPSS before discussing the findings. The findings revealed that the respondents of this study had a positive attitude towards the use of mind-map and perceived it as a useful tool in helping them to understand short stories. Thus, the mind-mapping technique should continue to be used in reading class to help learners to enhance their comprehension of short stories.

The Use of Mind Mapping Technique In Improving Students' Writing Ability at SMA Al-Khazanah Tidore Kepulauan

The Use of Mind Mapping Technique In Improving Students' Writing Ability at SMA Al-Khazanah Tidore Kepulauan

EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE IN IMPROVING STUDENTS’ WRITING SKILL

The objective of this research is to find out if using mind mapping technique is effective in improving writing skill of grade nine students of SMP Negeri 14 Palu. This research used pre-experimental research design. The sample of this research included 25 students of grade IX Cempaka who were selected by using purposive sampling technique. The instrument of data collection was an essay test that was divided into pre-test and post-test. The results of the data analysis showed that there was a significant difference between the result of the pre-test and the post-test. It indicates by the mean score of both tests results where the mean score of the experimental class significantly increased from 68.27 to 74.93. Based on the result of pre-test and post-test, the researchers found that the value of t-counted is 6.54. By applying a degree of freedom (df) 24 (25-1) and 0.05 level of significance, the researchers found that the value of t-table is 1.711 which showed that the value of t-counted was higher than t-table. It means that the use of mind mapping technique is effective in improving students’ writing skill of grade nine students of SMP Negeri 14 Palu. The implication of this finding is that mind mapping technique can be used in teaching and learning English especially in writing skill.

THE USE OF MIND MAPPING TECHNIQUE IN TEACHING WRITING DESCRIPTIVE TEXT

The research is entitled “The Use of Mind Mapping Technique in Teaching Writing Descriptive Text.” The aims of the research are to figure out how is mind mapping applied in teaching writing descriptive text and what are the students’ responses in teaching writing descriptive text using mind mapping technique. This research uses descriptive qualitative method. The respondent of this study are one teacher and five students in one of a Vocational High School 4 Padalarang. The instruments used to collect data are classroom observation and interviews. The result of data analysis showed that the teacher implemented all the steps of mind mapping technique in teaching writing descriptive text systematically during classroom activities and interview and the result of mind mapping makes by the students including (1) students uses central idea with picture. (2) Students uses keywords (3) Students uses branch. (4) Students uses curved line. (5) Students uses images or symbol (6) students uses colors. The research findings also showed the students’ responses in teaching writing descriptive text using mind mapping technique including helpful, meaningful, motivate learning, and provide learning satisfaction. Finally, the results of interviews suggest that the students loved this technique because it successfully motivated them to write descriptive texts in an enjoyable way, to improve their writing descriptive texts, to increase vocabulary and creativity, to arrange sentences and organize ideas. It is then recommended that mind mapping technique be used in teaching writing in different text types.

INCREASING STUDENTS’ VOCABULARY BY USING MIND MAPPING TECHNIQUE AT SMP N 2 BITUNG

The purpose of the study was to find out whether using mind mapping technique can       increase students’ vocabulary or not. It was conducted at SMP N 2 Bitung. The subject in this study was Class VII-4, academic year 2017/2018, which consisted of 35 students. This research was a pre-experimental design with one group pre-test and post-test. The data were analyzed statistically by comparing the mean score of the tests. The findings showed that the students' score in posttest were higher than the pre-test. The mean score of post-test (T2) was 82, and the mean score of the pre-test (T1) was 49. This indicated that the use of mind mapping technique increased students’ vocabulary.

The Use of Mind Mapping Technique to Improve The students’ Writing Skill on Analytical Exposition Text In Senior High School

The aim of this study is to use mind mapping to improve students' writing skills on Analytical Exposition Text. Classroom Action Research was used as the method, which consists of two cycles divided into four stages: planning, acting, observing, and reflecting. The instruments used to collect data include a questionnaire, a test, and an observation checklist. The Mind mapping technique was found to be effective in improving the writing skills of SMA AL-MIFTAH Palengaan- Pamekasan students in XI grade Bahasa dan Sastra Inggris on Analytical exposition text. The research found an improvement in the students' writing ability in the second cycle. The students' writing ability scores who achieved the standard achievement/KKM were 26 students, indicating that 87 percent of the students reached the target, and most of the students achieved more than the target of success criteria.
  

The Use of Mind Mapping Technique to Improve the EFL Students’ Reading Comprehension Ability of Darussalam Polytechnic

Mind maps are visual frameworks such as figures, diagrams, or charts used to present structural knowledge spatially with the intention of empowering comprehension and learning. Mind maps are effective in terms of helping communicate information because they can clarify complex concept s into simple, meaningful displays so that learners can develop a holistic understanding of the content to be learnt. Teachers may use mind mapping technique at different stages of instruction for example during instruction to prepare students to approach new information and clarify complex ideas, or after instruction to assess and reinforce learning and instruction. This article reports on an investigation into the use of mind mapping technique whether it can improve reading comprehension ability and the students’ opinions towards the use of mind mapping technique. The research design used in this study was one-group pre test-post test design. The study employed both quantitative and qualitative data analyses from pre-and post-tests, a questionnaire, and an interview. The participants of the study were 35 first-year students enrolling in a compulsory reading course called Communication and Reading Skills at Darussalam Polytechnic of Palembang. Fifteen students (5 highly successful, 5 who did not show any improvement, and 5 unsuccessful) were selected for retrospective interviews. The results suggested that 1) The English reading comprehension post test mean score of students was higher than the pre test mean score at the 0.05 level of significance; 2) most students were satisfied with their own reading comprehension ability; 3) they enjoyed working in group and agreed that mind mapping technique was a useful technique and can be applied to non- English subjects. Findings and implications for further research are discussion.

The Use of Mind Mapping Technique to Improve the EFL Students’ Reading Comprehension Ability of Darussalam Polytechnic

Mind maps are visual frameworks such  as  figures, diagrams, or  charts used  to  present structural knowledge spatially with the intention of empowering comprehension and learning. Mind maps are effective in terms of helping communicate information because they can clarify complex concepts into simple, meaningful displays so that learners can develop a holistic understanding of the content to be learnt. Teachers may use mind mapping technique at  different  stages  of  instruction  for  example during  instruction  to  prepare  students to approach new  information and  clarify complex ideas, or  after instruction to  assess  and reinforce learning and instruction. This article reports on an investigation into the use of mind mapping technique whether it can improve reading comprehension ability and the students’ opinions towards the use of mind mapping technique. The research design used in this study was one-group pre test-post test design. The study employed both quantitative and qualitative data analyses from pre-and post-tests, a questionnaire, and an interview. The participants of the  study  were  35  first-year  students  enrolling  in  a  compulsory reading  course  called Communication and Reading Skills at Darussalam Polytechnic of Palembang.   Fifteen students (5 highly successful, 5 who did not show any improvement, and 5 unsuccessful) were selected for retrospective interviews. The results suggested that 1) The English reading comprehension post test mean score of students was higher than the pre test mean score at the 0.05 level of significance; 2) most students were satisfied with their own reading comprehension ability; 3) they enjoyed working in  group and  agreed that  mind  mapping technique was  a  useful technique and can be applied to non- English subjects. Findings and implications for further research are discussion.

The implementation of Mind-mapping technique to improve student’s descriptive text writing ability

The objectives of this research were to find out if there was any significant difference on students' writing ability in a descriptive text before and after the implementation of mind-mapping technique and to investigate the students’ perception toward the use of mind-mapping technique in teaching writing ability. The population of this research was the first year students of SMA Surya Dharma 2 Bandarlampung. The sample of this research was X Science 1 which consisted of 33 students. The data were taken from the tests and they were analyzed by using paired sample t-test. The result of the research showed that there was a significant difference on students’ writing ability since t-value>t-table (20.967 > 2.0345). The mean score of post-test (68.98) and the pre-test score (62.73). It gained 6.25. In addition, the second result showed that the mean of the questionnaire was 78.78. It means the students’ perception toward the implementation of the strategy was positive. Most of the students agreed that the strategy was applied in teaching reading process. Briefly, it could be concluded that mind-mapping technique enabled to improve the students’ achievements in writing ability and showed positive impact to students toward the use of the technique in teaching process. Keywords: Writing ability, Descriptive text, Mind-mapping technique

IMPROVING THE WRITING ABILITY USING MIND MAPPING TECHNIQUE FOR THE FIRST GRADERS OF STIKES MUHAMMADIYAH KENDAL IN THE ACADEMIC YEAR OF 2018/2019

The research attempts to investigate the result of students’ writing ability through the use of Mind Mapping Technique. It also describes the implementation of mind mapping technique in teaching writing, describes the students’ response and describes the students’ improvement. The subjects were The First Graders of STIKES Muhammadiyah Kendal in the Academic Year of 2018/2019. The type of this research is a classroom action research. In this research there are two cycles, and every cycle consisted of three meetings, and the end of each meeting the researcher conducts the post test to measure the improvement of the students’ writing ability. The data are collected by using observation lists, interview, field notes, documentation, and writing test. In analyzing data the researcher describes the mean of the students based on their score to know the students’ improvement in every cycle. There are two techniques to analyze the data. They are qualitative and quantitative method. To enhance the trustworthiness of the data and to reduce the subjectivity in analyzing the data, the researcher uses triangulation method. The result of this research is mind mapping is an appropriate technique to be used in improving the students’ writing ability.

STUDENTS’ ENGAGEMENT AND INTEREST IN LEARNING WRITING THROUGH MIND MAPPING TECHNIQUE

The objective of this research was to find out whether the use of mind mapping technique is effective or ineffective in improving students’ engagement and interest in learning writing. The researcher employed quantitative method with the quasi-experimental design. The research was conducted to the fourth-semester students of English Study Program of IAIN Bone. The data were collected by using observation checklist, writing test, and questionnaire. The data from observation checklist were used to find out students’ behavioral engagement, in this case, students’ participation in experimental group which was taught writing subject through mind mapping technique. The writing test was given twice for both experimental and control group to investigate the students’ writing ability which shows students’ cognitive engagement before and after the treatment was conducted. It can be concluded that the use of mind mapping technique in learning writing is effective to increase students’ engagement and interest. Moreover, further analysis shows that students’ behavioral engagement is higher than students’ cognitive engagement and students’ expressed interest increases higher than other types of interest due to the technique used which was mind mapping technique.

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

THE USE OF MIND MAPPING TO IMPROVE MOTIVATION IN LEARNING VOCABULARY OF SECOND GRADE STUDENTS AT MTs NW MISPALAH PRAYA

This research was aimed to describe the use of mind mapping technique be able to improving students’motivation.The subject of this study was 37 students at second grade students of MTs. NW Mispalah Praya. In which consist of 25 males and 12 females. It is was classroom action research with one cycle, each cycle of four steps: planning, acting, observing, and reflecting. The data gathering used observation sheet and test and analyzed by using quantitative and qualitative approach. At the result of pre-test was failed where the mean score of pre-test was 65 and class percentage was 52% and the result of the first cycle that the mean score was 70,4 and the class percentage was 100% indicating the target of 70 of the minimum criterion has been achieved, it means that the action was stopped