BRAINSTORMING APPROACH AND MIND MAPPING IN WRITING ACTIVITY

New Learning, 2000

Several scientific paradigm shifts have influenced the teaching and learning of written composition. Inspired by developments in linguistics and language education, the writing-as-communication shift took place in the nineteen seventies. More stress was put on the (communicative) effect of the text than on its correctness; grammatical correctness made way for pragma(linguis)tical adequacy. This educational shift resulted in more realistic writings assignments, related to 'real life', in explicit attention for 'audience' and 'purpose' as criteria for effective writing, and in the integration of readers' feedback in writing curricula (e.g. Elbow, 1973).

IOP Conference Series: Materials Science and Engineering, 2019

The students' problem in writing was technique how to organize the structured and systematic ideas, besides how to write correctly and effectively appropriate to grammatical structure. This study aims to determine the learning outcomes of descriptive writing texts using mind mapping techniques and to find out students' perspectives on the use of these techniques in improving their writing skills. This study used mixed methods, action research and quantitative research. The total respondents were 25 students (from The State Islamic Institute of Lhokseumawe). Instruments used to collect data in this study were pre-test and post-test, and questionnaire to analyze the quantitative data and to investigate the process and the learning outcomes that were structured and systematized using Kemmis and Taggart methods. The results showed that there were increasing points of each student in cycle 1 and 2 from the pre-test and post-test scores. The mean score of students in cycle 1 for the pre-test was 48.8 and the test post was 62.8. Whereas, in cycle 2, the students' mean scores reached 77.4 (test post) from that of the pre-test (53.2). Based on the questionnaire, in the items of "current writing class situation", all students encountered the difficulties of organizing ideas in texts. Mind mapping techniques played an important role in improving their writing skills. This presented the majority of respondents agreed to on all the questions of implementation of mind mapping techniques. In addition, action research using the Kemmis and Taggart methods also increased their self-confidence, so they could organize their correct and systematic ideas.

Writing in general, second language writing in particular, can be an obstacle for some students. The reason why writing can be hard to learn is that writers face many challenges the moment they start writing. The challenges could be from gathering the ideas to be written, planning of the outline, focusing on sentence structure, choosing the appropriate expressions, and also making sure of the organization. Moreover, these challenges can cause students to have negative attitudes towards writing. Previous studies suggest that using writing strategies can help student control the writing process which have a positive effect on their writing achievement and their attitudes towards writing. The strategy of mind mapping is used as a pre-writing strategy to help writers visualize the structure of their writing. However, the researcher proposes using mind mapping strategy not only to organize ideas, but also to organize grammatical and linguistic knowledge. This study investigates the effect of using this mind mapping strategy as a pre-writing strategy to enhance female language learners' writing achievement and their attitudes towards writing in English at Taif University, Saudi Arabia. In a quasi-experimental design, a mixed methods approach was adopted by collecting quantitative and qualitative data. The study population is 128 students in an experimental group (n1= 57) and a control group (n2=71). The former received the treatment of

Jurnal Pendidikan Humaniora, 2015

: This study was aimed to improve the students’ ability in writing recount text through mind mapping strategy. The subjects of the study was the 20 second graders of SMPN 2 Lumbang Probo-linggo. This was a classroom action research conducted in one cycle that consisted of five meetings. The mind mapping strategy was done through process writing, in the first three stages, pre-writing, drafting, and revising. The findings showed that the use of mind mapping strategy could improve the students’ abilities in writing recount text. It is recomended that the English teachers use the mind mapping strategy to improve their students’ writing, and the future researchers are suggested to conduct further studies related to the use of mind mapping strategy. Key Words : writing skills, mind mapping, recount texts Abstrak : Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis teks recount dengan strategi mind mapping. Subjek penelitian ini adalah 20 siswa kelas 2 di SMAN 2 Lum...

European Journal of Literature, Language and Linguistics Studies, Vol 3(4), 2020

Critical thinking is part of problem solving. Researchers often see the writing process as a process of solving problem. Writers are expected to apply information they already know to gather materials suitable for their essays. They have to use declarative knowledge to practice the skills of analyzing information, and synthesizing information. Next the writers need to use procedural knowledge to make decisions to download the content of the essay. However, not all materials gathered are suitable for their essay. They also need to use metacognition to evaluate information to make the materials work best for their writing task. This qualitative study explores the connection between critical thinking skills and the writing process. Open-ended responses from 20 post-graduate students who attended research writing course were analyzed based on categories of critical thinking skills used in their writing process. Findings reveal interesting implications towards learning and teaching academic writing to postgraduate students. The significance of this study is two-fold. Firstly, findings in this study will reveal how writing mirrors the thinking process. Secondly, the results of this study will encourage writing teachers to focus on the learners’ thinking process as much as their writing process in the teaching of writing.

Procedia - Social and Behavioral Sciences, 2016

This research investigates whether advanced-level language learners use similar cognitive strategies when they are composing a paragraph in their L2 (English) and L1 (Turkish). More specifically, the cognitive processes under investigation were grouped under two categories: Planning and Content Generation, and the investigation was designed to observe if there was a tendency to use any of these categories more than the other one while composing in a particular language. A mixed method was used to investigate the issue. Qualitative data was collected through think-aloud protocols during the participants' written composition process, and quantitative data was obtained by calculating the indicators of planning and content generating strategies on the coded data. Chi-square tests were used to see whether the difference between the strategies used in the composing process for two languages was statistically significant. The results showed no statistically significant difference (p=.03), which suggested that the participants were making use of similar cognitive strategies when they were writing a paragraph in their L1 and L2. This leads to a further suggestion that instruction in written composition in one language might affect the composition process in another language.

Jurnal Pendidikan Profesi Guru

The study focuses on improving students’ writing skills through a mind-mapping strategy assisted by the MindMeister application in writing news text. This classroom action research was conducted in two cycles. This study was held in SMA Negeri 2 Ujungbatu, Rokan Hulu Regency, Riau. The sample is 30 twelfth-grader students. The variable measured was students’ writing skills. The data was collected using a pretest-posttest, observation checklist, and questionnaire. The pre-test score was 59.57, while the post-test was 82.23. The writing test in the second cycle reached 78.22. The mind mapping assisted by the MindMeister application strategy can influence writing skills. The analysis of the questionnaire and observation also supported that the strategy is appropriate in teaching writing news text. The teacher should be creative and innovative to create enjoyable learning processes to motivate students in writing.

The present study aimed at investigating the effect of two brainstorming strategies on English as foreign language (EFL) learners' writing performance. To this end, 60 Iranian EFL intermediate learners were invited to participate in this study in a language institute in Torbat-heydariyeh, Khorasan, Iran. The participants were divided into three groups: two experimental groups and one control group. Their performance on an essay writing task as the pretest and posttest in both experimental and control groups has been taken into account. As data analysis indicated, the experimental groups’ performances on the posttest were considerably higher than that of their performance on the pre-test and also it was higher than the performance of control group in the posttest. The results of the Analysis of variance revealed that the instruction of brainstorm strategies had a positive effect on EFL learners’ writing achievements with the experimental group two outperforming experimental group one and the experimental group one outperforming control group in posttest. It also made them more active and more aware of, which might make them responsible for their own learning and likely to learn better. The paper has some implications for language teaching and learning. The students can become better learners if they become more aware of their learning processes and then decide to act on that awareness. Teachers may increase their students’ confidence in writing by familiarizing them with the brainstorming strategies.

2016

This study aims at examining if the use of mind mapping technique can improve students' ability in writing skill at grade XI of SMA Labschool Unsyiah, Banda Aceh. It focused on how the students are able to organize idea and write a good analytical exposition text as one of text types taught in senior high school within Indonesian EFL context. To cope with the difficulties encountered by the students in writing the text, pre experimental study of one group pretest-posttest design employed by using simple random sampling. In order to collect the data in this study, the researchers administrated the test in the form of written test to elicit the data related to students’ writing ability. The collected data were analyzed by using descriptive statistic to depict the attained data and inferential statistic to prove the research hypothesis. From the results of data reveal that the mean score of posttest is higher than the mean score of pretest (53.8>26.9) as well as the value of t-t...

Writing skill is a component of language skill with important role in human life. Through writing activity, an individual can express his idea and thought to achieve purpose and objective. For that reason, this ability should be taught appropriately in elementary school. But the reality proves that writing teaching is carried out incorrectly. This research aimed to find out the effectiveness of the students' essay writing ability using mind mapping method in the 7 th grade of SMP N 2 Gondangrejo, Karanganyar in the school year of 2014/2015. The research was conducted at SMP N 2 Gondangrejo, Karanganyar in the school year of 2014/2015. The population of research all at students the 7 th grade of SMP N 2 Gondangrejo, Karanganyar. Method: The study of a Classroom Action Research. Data and Data Source: Informants consist of teacher and the 7 th grade of SMP N 2 Gondangrejo, Karanganyar, and Document. Technique of collecting data is test writing. Conclusion the research says: The writing skill with Mind Mapping method improves either individually or classically. The mean score of student increased from 63.38 in cycle I to 70.95 in cycle II. The students' individual learning passing also increased classically from 75.67% in cycle I to 89.19% in cycle II. Considering the data above, the achievement of students' writing skill learning achievement in second cycle has achieved the indicator of success in which at least 75% of students had individual learning passing score ≥ 64. This improvement of narrative writing skill results from the application of Mind Mapping method that helps the students develop idea into a systematical narrative.