The integration of mind mapping strategy on students’ essay writing at universities kristen Indonesia

Lamhot Naibaho

doi:10.29210/020221678

The integration of mind mapping strategy on students’ essay writing at universities kristen Indonesia

Lamhot Naibaho

⁽¹⁾,
(1) English Language Education Study Program, Universitas Kristen Indonesia

Indonesia

Corresponding Author

DOI : https://doi.org/10.29210/020221678

Full Text:

Language : en

Abstract

This study investigates the integration of mind mapping strategy on students' essay writing at Universities Kristen Indonesia, and it was done at Universitas Kristen Indonesia. The study method used was a quantitative method with a quasi-experimental design. The population was the third-semester students and the fifth-semester students, which consisted of two classes. Both classes consist of 43 students. The instrument of this research is a writing test. The test was administered as a pre-test and post-test to the experimental and control group. Data were collected and analysed using SPSS version 18. T-tests at the 0.5 level and covariance analysis are used to analyse the data. The result is that mind maps are one of the learning alternatives that teachers can use in teaching essay lessons. Students' performance in the experimental group increased compared to students in the control group by using mind maps, and the mind map is an important teaching material for the students. Then it is suggested that the mind mapping could be used by lecturers as an alternative to improve the students' ability in writing the essay.

References

Lott, K., & Read, S. (2015). Map It then Write It!. Science and Children, 53(3), 46.

Vijayavalsalan, B. (2016). Mind mapping as a strategy for enhancing essay writing skills. The New Educational Review, 45(1), 137-150.

Al-Zyoud, A. A., Al Jamal, D., & Baniabdelrahman, A. (2017). Mind mapping and students' writing performance. Arab World English Journal (AWEJ) Volume, 8.

Aljaser, A. M. (2017). The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students. International Education Studies, 10(12), 80-95.

Zheng, X., Johnson, T. E., & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research and Development, 68(6), 3527-3545.

Shi, Y., Yang, H., Dou, Y., & Zeng, Y. (2022). Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis. Asia Pacific Education Review, 1-15.

Hwang, G. J., Huang, H., Wang, R. X., & Zhu, L. L. (2021). Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts. British Journal of Educational Technology, 52(1), 374-493.

Hift, R. J. (2014). Should essays and other “open-ended”-type questions retain a place in written summative assessment in clinical medicine?. BMC Medical Education, 14(1), 1-18.

Abd Karim, R., Abu, A. G., & Khaja, F. N. M. (2016, November). Brainstorming approach and mind mapping in writing activity. In Proceedings of English Education International Conference (Vol. 1, No. 2, pp. 423-429).

Zhao, L., Liu, X., Wang, C., & Su, Y. S. (2022). Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning. Computers & Education, 104445.

Doolittle, P. E. (2014). Complex constructivism: A theoretical model of complexity and cognition. International Journal of teaching and learning in higher education, 26(3), 485-498.

Naude, L., van den Bergh, T. J., & Kruger, I. S. (2014). “Learning to like learning”: an appreciative inquiry into emotions in education. Social Psychology of Education, 17(2), 211-228.

Rauniar, R., Rawski, G., Morgan, S., & Mishra, S. (2019). Knowledge integration in IPPD project: role of shared project mission, mutual trust, and mutual influence. International Journal of Project Management, 37(2), 239-258.

Chiu, C. N., & Yang, C. L. (2019). Competitive advantage and simultaneous mutual influences between information technology adoption and service innovation: Moderating effects of environmental factors. Structural Change and Economic Dynamics, 49, 192-205.

Snyder, M. M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. TechTrends, 53(1), 48-56.

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

Alt, D. (2014). The construction and validation of a new scale for measuring features of constructivist learning environments in higher education. Frontline learning research, 2(3), 1-28.

Cañas, A. J., & Novak, J. D. (2014). Concept mapping using CmapTools to enhance meaningful learning. In Knowledge cartography (pp. 23-45). Springer, London.

Kinchin, I. M. (2014). Concept mapping as a learning tool in higher education: A critical analysis of recent reviews. The Journal of Continuing Higher Education, 62(1), 39-49.

Chang, J. H., Chiu, P. S., & Huang, Y. M. (2018). A sharing mind map-oriented approach to enhance collaborative mobile learning with digital archiving systems. International Review of Research in Open and Distributed Learning, 19(1).

Chiang, Fan, Liu, and Chen. (2016). Effects of a computer-assisted argument map learning strategy on sixth-grade students’ argumentative essay reading comprehension. Multimedia Tools and Applications, 75(16), 9973-9990.

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?. Higher education, 62(3), 279-301.

Siew, N. M., & Mapeala, R. (2016). The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking. Journal of Baltic Science Education, 15(5), 602.

Lin, C. J. (2019). An online peer assessment approach to supporting mind-mapping flipped learning activities for college English writing courses. Journal of Computers in Education, 6(3), 385-415.

Bystrova, T., & Larionova, V. (2015). Use of virtual mind mapping to effectively organise the project activities of students at the university. Procedia-Social and Behavioral Sciences, 214, 465-472.

Nast, J. (2012). Idea Mapping: how to access your hidden brain power, learn faster, remember more, and achieve success in business. John Wiley & Sons.

Siew, N. M., & Mapeala, R. (2016). The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking. Journal of Baltic Science Education, 15(5), 602.

Magolda, P. M. (2017). Engaging images for research, pedagogy, and practice: Utilizing visual methods to understand and promote college student development. Stylus Publishing, LLC.

Al-Ghazo, A. (2015). The effect of SQ3R and semantic mapping strategies on reading comprehension learning among jordanian university students. International Journal of English and Education, 4(3), 92-106.

Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian university English test (MUET) Writing. Creative Education, 7(04), 619.

Article Metrics

Abstract Views : 882 times

PDF Downloaded : 0 times

Refbacks

There are currently no refbacks.