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The Use of Mind Mapping As A Pre-Writing Activity in Writing Factual Essays

The document discusses using mind mapping as a pre-writing activity to help students generate ideas for writing factual essays. It provides background on the challenges students face with idea generation for writing and how mind mapping can help by visually showing connections between ideas. The study aims to investigate the effects of mind mapping on students' idea stimulation and exploration of their experiences using it. 36 students will be divided into a control group using traditional teaching methods and an experimental group using mind mapping activities over 7 sessions before writing factual essays. Pre-and post-tests, observations, and interviews will assess the impact of mind mapping on students' writing.

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Gayathri Jaya
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73 views13 pages

The Use of Mind Mapping As A Pre-Writing Activity in Writing Factual Essays

The document discusses using mind mapping as a pre-writing activity to help students generate ideas for writing factual essays. It provides background on the challenges students face with idea generation for writing and how mind mapping can help by visually showing connections between ideas. The study aims to investigate the effects of mind mapping on students' idea stimulation and exploration of their experiences using it. 36 students will be divided into a control group using traditional teaching methods and an experimental group using mind mapping activities over 7 sessions before writing factual essays. Pre-and post-tests, observations, and interviews will assess the impact of mind mapping on students' writing.

Uploaded by

Gayathri Jaya
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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THE USE OF MIND MAPPING AS A PRE-

WRITING ACTIVITY IN WRITING


FACTUAL ESSAYS

Presenter:
NIROSHA KARTHIGESAN M20162001866

Lecturer:
DR.HJH. AZIZAH ATAN
BACKGROUND OF THE STUDY
•According (Heaton,1988) writing skills are complex and
sometime difficult to teach, requiring mastery not only of
grammatical and rhetorical device but also of conceptual and
judgmental elements

•Tony Buzan (2002), mind mapping is a graphic


representation of ideas usually generated via a brainstorming
session.

•The mind mapping strategy is one of the teachers’ strategies


in teaching. Not only Mind Maps show facts, but also show
the overall structure of a subject and the relative importance
of individual parts of it. It helps students to associate ideas,
think creatively, and make connections. (Tony Buzan, 2010).
•As Alamsyah (2009) explained that mind maps work well as
their visual design enables students to see the relationship
between ideas, and encourages them to group certain ideas
together.

•Students can improve their ideas as mind maps work well as


an effective visual design that enables students to clearly see
the relationship between ideas, and consequently encourages
them to group certain ideas together according to their
similar characteristics as they proceed (Padang & Gurning,
2014)
PROBLEM STATEMENT

 The major problem that faced by students in writing is


their inadequacy of ability to generate ideas. Therefore,
they are lacking ideas to start the writing.
RESEARCH OBJECTIVES
 To investigate the effects of using mind mapping
as a pre-writing activity to stimulate students’
ideas in writing factual essay.

 To explore students’ experience towards using


mind mapping activity in learning factual essay
writing.
RESEARCH QUESTIONS

 What are the effects of using mind mapping to stimulate


students’ ideas as a pre-writing activity in writing factual
essay?

 What are the students’ experience using mind mapping


as a pre-writing activity in factual essay?
SETTING AND PARTICIPANTS

 A secondary school in Cheras (Beaconhouse Sri Murni)


(Private School)
 36 Form 2 students

 Mix ability students

 1 control group and 1 experimental group


THEORETICAL AND CONCEPTUAL
FRAMEWORK

Writing factual essay


Mind Map
(pre-writing process)
(independent variable)
(dependent variable)

Subsumption Theory of ‘top-down’, or ‘general-to-


Meaningful Verbal Learning advanced’ approach (Van Patten,
(David Ausubel ,1960) Chao, and Reigeluth, 1986).
RESEARCH PROCEDURES
Pre-test for control group and experimental
group(Describe The Advantages of mobile
phones)

7 sessions of treatment for experimental group

7 sessions of traditional teaching for control


group

• Experimental group will use mind map as


their pre-writing activity during writing
process.
 Students will be divided into 7 groups and
each group consists of 4 students.
• Control group will be using
traditional teaching method
during writing process.
 Involvement of white board
and more to teacher-centered.

Observation will be conducted


to the treatment group by
using the checklist

Post-test will be given to control


group and experimental group

Semi-structured interview session


with students(10 students)
RESEARCH QUESTIONS, DATA
INSTRUMENTS AND DATA ANALYSIS
RESEARCH DATA INSTRUMENT DATA ANALYSIS
QUESTION

1. What are the Document Analysis:


effects of using mind Pre-Test and Post-Test Documents will be
mapping to stimulate analysed based on the
students’ ideas as a achievements made by
pre-writing activity in the students.
writing factual essay?

2. What are the Semi- structured Interview Transcription of


students’ experience session with the students feedback.
using mind mapping participants
as a pre-writing
activity in factual
REFERENCES
Alamsyah, Maurizal. (2009). Kiat Jitu Meningkatkan Prestasi Dengan
Mind Mapping.Yogyakarta :MitraPelajar

Buzan, Tony. (2009). Buku Pintar Mind Mapping. Jakarta : PT Gramedia


Pustaka Utama

Padang, J. S. M., & Gurning, B. (2014). Improving Students’ Achievement in Writing Descriptive Text
through Mind Mapping Strategy. Register Journal of English Language Teaching of FBS-
Unimed, 3, 1-11.

Rao, Z. (2007). Brainstorming and writing skills. In Oxford Press. (Reprinted from ELT Journal, 2007,
April, 61(2), pp. 100-106)
THANK YOU

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