STUDENTS’ WRITING SKILLS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rizki Ayu Purwojati 061214070
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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STUDENTS’ PERCEPTION ON USING MIND MAPPING
IN PREWRITING STEP TO FOSTER
STUDENTS’ WRITING SKILLS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rizki Ayu Purwojati 061214070
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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ABSTRACT
Purwojati, Rizki Ayu. 2010. Students’ Peception on Using Mind Mapping to Foster Students’ Writing Skill. Yogyakarta: English Language Education Study Program, Universitas Sanata Dharma.
In this research, the researcher would study about the students’ perception on using mind mapping in prewriting step to foster students’ writing skills and the students’ suggestions on using mind mapping in their class or their own writing. Mind mapping was one of the writing strategies which could help the users to determine some sub-topics systematically.
The reason why the researcher intended to study about the use of mind mapping as prewriting strategy was the researcher’s experience when working with mind mapping in a prewriting composition.
There were two research problems in this research. The first was to know what the students’ perception on using mind mapping in prewriting step to foster students’ writing skill was and the second was to know what the students’ suggestions of the implementation of mind mapping either in Writing class or in their own writing were. The method of this research was descriptive research involving questionnaire and interview. The questionnaire was distributed to the three different classes of Research Paper Writing 2009/2010 academic year. The total of the questionnaire respondents were 57. From this total respondents were taken 4 respondents randomly to be interviewed.
The results of this research gained from questionnaire and interview was that respondents were familiar with mind mapping as prewriting strategy and facilitated using mind mapping in prewriting. However, it did not mean respondents were often to use mind mapping in prewriting because of several factors, for examples limited time and habits. However, they thought the strategy was effective in prewriting step. Therefore, the researcher concluded that students had positive perception on using mind mapping in prewriting step to foster students’ writing skills because mind mapping led the users to write systematically with clear and detailed topics. Besides, to encourage students’ interests to use mind mapping was to produce mind mapping more interesting by drawing images and coloring.
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ABSTRAK
Purwojati, Rizki Ayu. 2010. Students’ Peceptions on Using Mind Mapping to Foster Students’ Writing Skills. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Dalam penelitian ini, penulis akan meneliti tentang persepsi mahasiswa terhadap penggunaan mind mapping dalam tahap prewriting untuk mendorong kemampuan menulis mahasiswa dan saran mahasiswa dalam penggunaan mind mapping dalam kelas atau untuk mereka sendiri. Mind mapping adalah salah satu strategi menulis yang dapat membantu penggunanya untuk dapat menentukan sub-topik secara sistematis.
Alasan mengapa peneliti meneliti mengenai penggunaan mind mapping sebagai strategi sebelum menulis adalah dari pengalaman penulis saat menggunakan mind mapping dalam menyusun suatu karangan sebelum menulis.
Dalam penelitian ini terdapat dua permasalahan. Yang pertama yaitu untuk mengetahui persepsi mahasiswa dalam menggunakan mind mapping pada tahap
prewriting untuk meningkatkan ketrampilan menulis mahasiswa dan saran mahasiswa dalam penerapan mind mapping di kelas Writing maupun saat menulis sendiri.
Metode yang digunakan dalam penelitian ini adalah penelitian descriptive yang meliputi kuesioner dan wawancara. Kuesioner dibagikan di tiga kelas berbeda
Research Paper Writing tahun ajaran 2009/2010. Total responden kuesioner berjumlah 57. Dari total responden kuesioner diambil 4 responden secara acak untuk diwawancara.
Hasil penelitian yang diperoleh dari kuesioner dan wawancara adalah bahwa para responden telah mengenal mind mapping sebagai strategi prewriting dan terbantu menggunakan mind mapping dalam tahap prewriting. Namun, ini bukan berarti para responden sering menggunakan mind mapping karena berbagai faktor, misalnya keterbatasan waktu dan kebiasaan. Tetapi, mereka berpendapat bahwa strategi ini efektif untuk digunakan dalam tahap prewriting.
Penulis dapat menyimpulkan bahwa mahasiswa mempunyai persepsi positif terhadap penggunaan mind mapping ditahap prewriting untuk mendorong kemampuan menulis siswa karena mind mapping mengarahkan penggunanya untuk menulis secara sistematik dengan topik yang jelas dan terperinci. Selain itu, untuk menumbuhkan minat mahasiswa untuk menggunakan mind mapping adalah membuat mind mapping
lebih menarik dengan gambar dan warna.
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest praise to Allah SWT. for the
amazing grace and endless blessing during the completion of my thesis. I believe that
without His remarkable help I could not have finished this thesis.
I would like to express my highest gratitude to my major sponsor C. Tutyandari, S. Pd., M. Pd. for her suggestions, kindness, and patience in helping me finishing this thesis. My appreciation also goes to all the lecturers, and the secretariat
staff, Maria Martarine Pramudani and Chatarina Artilantari, and all the librarians in Sanata Dharma University.
My deepest gratitude also goes to my parents, my beloved father,
Soemarsono, and my dearest mother, Rumini. I would like to thank them for their endless prayers, sacrifices, supports and love they give me. I also would say thanks to
my brothers, Toto and Ma’ nug, and my sister in-law, Mbak Dyah and Mbak Erni,
for their undying love, care and supports.
I thank my friends, Mbak Opha, Loritha, Fr. Jun, Mbak Arian and Mbak Dian, for their advices, inspirations, and criticism in finishing this thesis. I also thank my best friends, Vika, Bu ben, Tata, Mbety, and Satrio, during my study and for their attention, supports and fun experiences. I thank my all ‘Dreamworkers’,
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finishing my thesis. I would say thanks to my dearest friend for his love, supports, prayers, care, patience, all beautiful experiences and life we had shares.
I also thank to all CEC staff for their support and help in my last struggle in finishing this thesis. I thank my friends in my ‘greenhouse’ boardinghouse, Della, Rida, Wiwied, and Anna, for the fun experiences and films, and for their kindness to accompany me in every nights during finishing this thesis. I also thank my undying
friends in my hometown, Fitri, Hayu and Novi, for their supports, all experiences and all things we had shared about life.
Last but not least, my thanks also go to all PBI’06 students, who I cannot mention one by one, for the nice friendship we had together.
Rizki Ayu Purwojati
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PAGE OF PUBLICITY ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xv
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Formulation ... . 3
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
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2. Writing Students or Readers ... 5
3. Future Researchers ... 6
F. Definition of Terms ... 6
1. Writing Skill ... 6
2. Prewriting Step ... 7
3. Mind mapping ... 7
CHAPTER II. REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Description ... 8
1. Perception ... 8
a.Definition of Perception ... 8
b.Factors Influencing Perception ... 9
1) Selection of Stimuli ... 10
2) Organization of Stimuli ... 10
3) The Situation ... 10
4) Person’s Self-Concept ... 11
2. Writing ... 11
a. Prewriting Step ... 12
b. Writing Step ... 12
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3. Learning Strategies ... 13
a. Metacognitive Learning Strategy ... 14
1)Planning ... 15
a.Advance Organizer ... 15
b.Directed Attention ... 15
c.Selective Attention ... 15
d.Self-management ... 15
e.Advance Preparation ... 15
2)Monitoring ... 15
3)Evaluation ... 16
b. Cognitive Learning Strategy ... 16
1)Repetition ... 16
2)Resourcing ... 16
3)Directed Physical Response ... 17
4)Translation ... 17
c. Social Affective Learning Strategy ... 17
1)Cooperation ... 17
2)Question for Clarification ... 17
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B. Theoretical Framework ... 18
CHAPTER III. METHODOLOGY ... 21
A. Research Method ... 21
B. Research Respondents ... 21
C. Research Instruments ... 22
1. Questionnaire ... 23
2. Interview ... 24
D. Data Gathering Technique ... 24
E. Data Analysis Technique ... 25
F. Research Procedures ... 27
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 29
A. Research Results ... 29
1. The Results of the Questionnaire ... 29
a. Students’ Perceptions in Prewriting Step ... 31
b. Students’ Perceptions on Mind Mapping as Prewriting Strategy ... 33
c. Students’ Perceptions on Mind Mapping to Foster Students’ Writing Skills ... 33
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2. The Results of the Interview ... 35
B. Discussion ... 38
1. Students’ Perception on Mind Mapping as Prewriting Strategy to Foster Students’ Writing Skills ... 38
2. Students’ Suggestions on the Use of Mind Mapping to Foster Students’ Writing Skills either in Writing class or their own Writing ... 42
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 45
A. Conclusions ... 45
B. Suggestions ... 46
REFERENCES ... 46
APPENDICES ... 48
Appendix A: Letter of Research Permission ... 50
Appendix B: Questionnaire Blueprint and Questionnaire ... 52
Appendix C : Sample of Questionnaire Results ... 56
Appendix D: Questionnaire Results on Opened-form Questions ... 63
Appendix E: Interview Blueprint ... 70
Appendix F: Interview Results ... 72
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LIST OF TABLES
Page
Table 3.1. : Questionnaire Blueprint ... 23
Table 3.2. : Interview Guide ... 24
Table 3.3. : Data Analysis Technique ... 26
Table 4.4. : The Percentage of Each Statement of Closed-form Questions in the Questionnaire ... 30
1 CHAPTER I INTRODUCTION
This chapter is going to provide the readers the basic information of the
research related to the subject matter. It provides why researcher intends to do the
research on the use of mind mapping in prewriting step to foster students’ writing
skill and the general aims of the research. The chapter consists of six sections. They
are research background, problem formulation, problem limitation, research
objectives, research benefits and definition of terms.
A. Research Background
The main reason why the researcher intends to study about the use of mind
mapping in the field of writing was the researcher’s experience when working with
mind mapping in a prewriting composition. Actually, the very first experience was
when the researcher worked with mind mapping in comprehending the reading
passage, especially if it was a very long reading passage. It seems easier to
comprehend the reading passage using mind mapping than using the other strategies,
named brainstorming, listing and drawing. Then the mind mapping can also be
applied in writing field. As been taught by the teacher of writing subject that mind
mapping can also be used to explore the main topic in writing a composition, the
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to enjoy working with mind mapping. Afterwards, the researcher accustomed to using
mind mapping without any instruction before writing.
Based on the researcher’s opinion, writing is one of the skills that should be
mastered by people who learn a language, either as the first language or the second
language. The four skills in the language proficiency are listening, speaking, reading
and writing skills. Those skills have a relationship. The statement is supported by
Tiedt (1989: 1), “All language skills are inherently interdependent”.
Since writing is not only used to academic needs but also in daily life, writing is
very essential in learning a language. As Ellis (2003: 1) states that writing is not just a
classroom exercise but it can be used to the real world. The statement implicitly
means that the classroom is a place where students learn and practice the skill used
not only in the college itself, for academic purpose, but also in the real world.
Writing is not a simple thing. Based on the researcher’s experience that finding a
topic to be discussed in a composition is easy but to organize the topic into
inter-related subtopics and to compose them into an essay is difficult. Baskoff said that a
student writing a composition faces three problems: what to say, how to organize, and
how to say (1969: 3). The three problems challenge both students and teacher to
succeed the writing subject. However, the teacher may avoid the problems by giving
the theories of writing process before students start writing a composition, including a
strategy to begin a writing composition (Dewirini, 2009). Mind mapping can be the
strategy in prewriting step to facilitate students composing essay writing. As THINK
enables students to see the relationship between ideas, and encourages them to group
certain ideas together as they proceed”.
Furthermore, the research will conduct on the students’ perceptions on the use of
mind mapping in prewriting step to foster students’ writing skills. The research is
going to go deeper on the students’ perceptions on the use of mind mapping in
writing, whether mind mapping can work in prewriting step effectively or not based
on students’ perceptions. The students’ perceptions toward the use of mind mapping
in the prewriting step are able to influence their behavioral responses on the use of
mind mapping. The statement is supported by Altman, Valenzi and Hodgetts (1985:
84) who said that the way the students perceive on something, whether in a positive
way or in a negative way, influence their behavioral responses.
B. Problem Formulation
There are two problems which are going to be discussed on this paper. They are:
1. What is the students’ perception on using mind mapping in prewriting step to
foster students’ writing skills?
2. What is the students’ recommendation of the implementation of mind mapping
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C. Problem Limitation
Seeing that writing is one of the English learning subjects that is taught from
elementary school until senior high school, even university, the writer is motivated to
know deeper about improving writing skill using one of the methods in prewriting
step, called mind mapping. This research focuses on the students’ perception on the
use of mind mapping to foster students’ writing skill of writing subject in sixth
semester in Sanata Dharma University.
Some methods in prewriting step assist students arranging composition, e.g.
brainstorming, mind mapping, and also outlining. However, this research only studies
about the use of mind mapping in its role of assisting students building up their ideas.
Then, the study focuses on students’ perceptions on the use of mind mapping as a
method to foster students’ writing skills in prewriting step and also students’
suggestions toward the use of mind mapping in their writing class.
D. Research Objectives
Since mind mapping leads the writing activity easier, thus it can motivate students
to write an essay. Based on the background of the research, the objectives of the
research are to know the students’ perceptions on using mind mapping as a method to
foster students’ writing skills in prewriting step and to give suggestions toward the
E. Research Benefits
This research is expected to give some contribution to English language teaching,
especially for:
1.Teachers who teach Writing subject
This research explores information about students’ perceptions on the use of
mind mapping as a method to foster students’ writing skills in prewriting step. The
students’ perceptions on the use of mind mapping can be varied. It can be either
negative perceptions or positive perceptions. The negative perceptions can help the
teachers to make an evaluation on the use of mind mapping in writing class as a
method to foster students’ writing skills in prewriting step. Then, teachers can
minimize the factors causing those negative perceptions. Whereas from students’
positive perceptions can be used as a foundation for teacher to create writing
learning by mind mapping better and more enjoyable.
2.Writing Students or Readers
Since this research also defines learning strategies, thus, it enables the students to
know more about the importance of the right selection of learning strategies. It
means the right selection of learning strategies by the students will affect the result
of learning task. Therefore, the students have to know the learning strategy that
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3.Future researchers
This research surely still needs further research to provide better understanding
about the use of mind mapping as a method to foster students’ writing skills in
prewriting step. The research is expected to give inspirations to other researchers to
do further discussion related to the topic of using mind mapping in writing subject.
F. Definition of Terms
1. Writing Skill
Writing is producing something in written form so that people can read and
perform it or use it. (Hornby, 2003: 502). It means that in teaching writing the
teacher reinforces the students to produce something in written form so that
people can read it. Based on Gateways to Academic Writing by Alan Meyers and
Harry S. Truman (2005), writing skill is a skill in speaking to others both on paper
and on computer screen. In more specific words, writing is such a working
process to explore and to organize ideas then put them on the paper, organized as
written.
2. Prewriting Step
In writing process, there are three steps to do; they are pre-writing step, writing
process and rewriting step (Gerson, 2003: 12). However, the researcher is going to
concern more in pre-writing step. The reason is that mind mapping is a part of
The objective of pre-writing is to gain what is going to be discussed on the
paper or in the essay writing. It is an important step of the writing process to
begin collecting a writer’s thought. Then, he can start organizing the thought. The
statement supported by Simon and Schuster as they said in their book, entitled
Handbook for Writers, is that pre-writing helps a writer to organize the thoughts
and knowledge about a topic.
3. Mind Mapping
Mind mapping is one of the pre-writing strategies that enables students to
arrange a topic and to correlate the subtopics. Steele (2005) stated in her article on
Using Mind Maps to Develop Writing, that a mind map, or spidergram, is a
strategy for making notes on a topic, prior to writing. The method is also called
webbing or clustering. Mind-mapping is effective to apply in writing class today
aims to build up a topic into some interrelated subtopics. The statement is
supported by Halen (2009) in his article, entitled Showing the Linkages from an
Issue, Concept or Problem with Other Concepts or Issues, that mind mapping is a
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents all the references and quotations that are used to
support the research. There will be two parts of the research. They are theoretical
description and theoretical framework.
A. Theoretical Description 1. Perception
a. Definition of Perception
Perception is the main term in the research to be discussed firstly to answer
the first problem of the research. In this section, the researcher will discuss not
only about the definition of perception but also the related theories to the
perception.
According to Oxford Advanced Learners’ Dictionary (Hornby, 1995: 859),
perception is defined as a way of seeing, understanding, and interpreting
something.
In this research, the perception refers to what we feel and think that comes up
to the students’ feelings and thoughts about the use of mind mapping as a method
to foster students’ writing skills in prewriting step.
Szilagyi and Wallace (1980: 70) said, “Perception is defined to process by
stimuli into a message that in turn indicates an appropriate action and behavior”.
This statement means that perception equals to the interpretation of the
environmental stimuli, both behavior and phenomenon.
While according to Hardi and Heyes (1988: 85) “The basic form of
perception is people’s born talent, meanwhile perceptional ability is the result of
learning which is determined by the environment.” In other words, the researcher
can conclude that perception is the way a man views a phenomenon based on
their own experiences toward the phenomenon.
Stipek (1993: 141) stated that perceptions of ability play an important role in
achievement motivation. In conclusion, those individuals’ motivations in
achieving objective of learning are affected by the learners’ perceptions toward
the subject matter, whether he has a good or bad perception. As what Sarah and
Hawes argued in English Teaching Forum October 4 (1994:22-24), teachers have
to shape learners’ positive perceptions to exploit their motivation to improve the
ability to speak English fluently.
b. Factors Influencing Perception
Individuals’ perceptions toward the subject matter are influenced by some
factors. Altman, Valenzi and Hodggets (1985: 86) stated that there are four
important factors influence a person’s perception. They are selection of stimuli,
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1) Selection of Stimuli
Selection is a process which focuses only on a small number of stimuli.
Gerson (2003: 86) argued why people perceive things differently-each person
selects specific cues and filters, or screens, out the others. The statement means
the selection of stimuli is the reason why people have different perceptions
because each person accepts different stimuli and selects the stimuli of things to
them.
2) Organization of Stimuli
This factor means that person’s information which has come to the person
is filtered, and then it must be arranged to become meaningful information.
Afterwards, the person accepts the information well.The mind brings order out
the disorganized information by selecting certain things and putting them in a
meaningful way.
3) The Situation
Both situations and experiences affect people’s perceptions. A good
perception of the situation brings someone to adapt his behavior to the situation.
If the people have good experiences in doing a kind of prewriting strategy, they
4) Person’s Self-concept
Self-concept has the equal meaning to the way a person feels about and
sees them. Self-concept is important to determine someone’s mental picture of
what their perception about things and what he does. For example: people who
have competence in drawing will be more comfortable working with mind
mapping by drawing and coloring compared by the opposite people.
2. Writing
Hughey (1983: 33) stated that writing is as a means to learn about the writers
and the world about them, as well as an important means to express them.
Zimmerman and Rodrigues (1994: 4) defined writing as a way of thinking, learning
and sharing ideas with others. Based on the writer’s opinion, writing is one of the
ways, besides speaking, to reveal feeling and thought from a person to others.
Writing is not a simple process to do. To have a good writing or composition a
person has to have some steps. This statement supported by Nunan (2003: 88) who
said that when students are writing they imagine, organize, draft, edit, read and
reread. As what Gerson saw that in writing process, there are three steps to do;
those are pre-writing step, writing step and rewriting step (2003: 12).
Refer to the statement by Baskoff, the writing skill which is discussed in this
research will focus on how to say and what to say. the first term, how to say, will
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will facilitate them most. The second term, what to say, refers to the selection of
ideas and how they are able to explore deeper into interconnection ideas then.
a. Prewriting Step
As cited in http://uwp.aas.duke.edu/wstudio, prewriting is a blanket term for a
wide range of techniques to start thinking about our paper before we begin the
formal process of writing a draft.
Prewriting is the very first step of the writing processes. There are many ways
to have in prewriting step, namely mind mapping, brainstorming and freewriting.
Prewriting step has a purpose to help writers to know what to explore deeper in
their composition. In brief words, prewriting helps writers to gain the main topic in
their composition.
b. Writing Step
The next step is writing process where the real writing starts. It is usually called
drafting. It is the step where the students can write either about their ideas that have
been drawn in their mind mapping or some additional points related to the
composition. In drafting step, students do not need to worry about the grammatical
and the punctuation errors because the students still have the next step to revise the
c. Rewriting Step
The last step in writing process is rewriting step. It is the step where the students
can revise the whole draft. The students are also able to check the grammar, the
punctuation, and also the content whether each sentence is understood and has
relation to other sentences or not.
3. Learning Strategies
Learning strategy is a kind of techniques used by the learners to learn certain
subject easily. The learning strategies of individuals are chosen by the learners
themselves to help them to learn. As Chamot (quoted by Weden and Rubin, 1987:
71-72) defined “learning strategies as techniques, approaches, and deliberate actions
that students take in order to facilitate their learning and recall of both linguistic and
content area information.” Another similar thought was stated by Weisten and
Mayer (1986: 315) who said that learning strategies can be defined as behaviors and
thoughts that a learner engages in during learning and that are intended to influence
the learner’s learning process. Oxford added that learning strategies is as an action
taken by the learner to make learning easier, faster, more fun, more self-directed,
more effective and more transferable to new situation (1990: 8). Therefore, each
learner may employ different learning strategies. They can create some conscious
efforts to learn certain subject easily and efficiently. Rubin (1987: 9) adds “learner
strategies include any sets of operations, steps, plans, routines, used by the learner
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Chamot (quoted by Weden and Rubin, 1987: 71-72) defined that learning
strategies in the second language literature can be classified within three general
categories, that are, as metacognitive, cognitive and social affective in nature. The
following subheadings will clarify the categories of learning strategies according to
Chamot.
a. Metacognitive Learning Strategy
The study is also related to metacognitive learning strategy by which the
students can choose what kind of learning strategy that can facilitate them to learn
easily. Then, learning strategies can also be applied in writing process by which the
students choose mind mapping in prewriting step as a means to help in
composition. Anderson, as cited in Moving toward Metacognition Journal
(Santana, 2003) defines metacognition as the ability to think about your thinking-to
make your thinking visible. The statement related when the students choose mind
mapping as a means to help them in writing a composition. The further explanation
about mind mapping is going to be discussed in this next sub-section.
Metacognitive learning strategies are classified into three aspects, namely,
planning, monitoring, and evaluation. As what Oxford (2000: 15) viewed that
metacognitive strategies involved about planning the learning, monitoring the
learning and evaluating the learning. The three steps of metacognitive strategy had
some categories. As Chamot (quoted by Weden and Rubin, 1987: 77) stated that
metacognitive learning strategy can be classified into some categories referring to
1) Planning
a. Advance Organizer
Learner makes a general but comprehensive preview of the concepts in
a learning activity.
b. Directed Attention
Learner decides to generate a learning task and to ignore irrelevant
distractions.
c. Selective Attention
Learner decides to attend to specifics aspects of situational details that
will refer to the situational details.
d. Self-management
Learner understands the conditions that help the learner and arranges
for the existence of those conditions.
e. Advance Preparation
Learner plans and reviews the components necessary to carry out an
upcoming language task.
2) Monitoring
Learner corrects for the accuracy of grammar and vocabulary or for the
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3) Evaluation
Learner checks the outcomes or results of its language task against an
internal measure of completeness and accuracy.
b. Cognitive Learning Strategy
Brown and Palinscar (quoted by Weden and Rubin, 1987: 72) viewed that
cognitive learning strategy was more directly related to a specific task and learning
objective. This kind of learning strategy involved management or transformation
of the materials to be learnt. It meant the learner interacted directly or self-learning
with what to be learnt. As Chamot (quoted by Weden and Rubin, 1987: 77)
categories that cognitive learning strategies involve repetition, resourcing, directed
physical response and translation.
1) Repetition
Repetition is imitating a kind of language learning, including explicit
practice and silent rehearsal.
2) Resourcing
Resourcing is defining or expanding a definition of a word or concept
3) Directed Physical Response
Directed physical response is relating new information to physical actions.
4) Translation
Translation is using the first language as a base for understanding or
producing the second language.
c. Social Affective Learning Strategy
As quoted by Weden and Rubin (1987: 72), McDonald et al. (1979) found that
students are in social affective learning trained to use cooperative learning.
Therefore, the strategy would be effective on learning tasks in a first language.
Chamot studies that social-affective includes two categories. They are cooperation
and question for clarification.
1) Cooperation
Cooperation is working with one or more peers to obtain feedback and
group information, even a learning strategy or learning activity.
2) Question for Clarification
Question for clarification means that learner asks a teacher or native speaker
for repetition, paraphrase, explanation or examples.
4. Mind Mapping
Many kinds of prewriting strategies enable learners in composition. Those
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statement was supported by Gerson who defined that many prewriting techniques
help writers tackle different types of technical correspondence. He also provided
some of these prewriting techniques including mind mapping, brainstorming,
branching, flowcharting, outlining, storyboarding, and cubing (2003: 14).
In brief, mind mapping is one of the writing strategies used in prewriting step.
According to Steel (2005), in her article on Using Mind Maps to Develop Writing,
that a mind map, or spidergram, is a strategy for making notes on a topic, prior to
writing. Halen (2009) added the statement in his article on Showing the Linkages
from an Issue, Concept or Problem with Other Concepts or Issues, mind mapping is
a popular brainstorming tool and learning technique of visually arranging ideas and
their interconnections. In the writer’s conclusion, mind mapping is one of the
prewriting strategies enabling students to learn, especially in composition, to find a
specific topic in learners’ compositions.
B. Theoretical Framework
The research discusses on two main problems. The first is the students’
perceptions on the use of mind mapping in prewriting step to foster students’ writing
skills and the second is the students’ suggestions on the use of mind mapping in its
implementation in Writing class.
The research has a relation to the previous study by Torild Homstad and Helga
Thorson who studied about writing theory and practice in second language classroom
“support skill” for learning grammar in foreign language instruction” (Homstad &
Thorson, 1994: 4). Their research looked beyond traditional writing practices in
second language acquisition for new instructional possibilities.
This statement shows that writing is important to second language acquisition
thus either teachers or learners should have the effective way to start writing. One of
the effective ways is mind mapping. It leads the learners to build up their ideas and
arranges them into composition easily.
“Teachers will provide a writing task and help them to generate vocabulary and
ideas by applying a number of strategies in class namely brainstorming, clustering,
and discussion, without concern for correctness or appropriateness in the first stage of
writing.” (adapted from Scott “The model of writing process”, 1996). The statement is equal to the explanation of prewriting step that is the very first step of writing
process. It means that there are still other processes or steps in writing. However, the
researcher focuses on mind mapping as one of the prewriting strategies in prewriting
step.
As what Halen (2009) said on Showing the Linkages from an Issue, Concept or
Problem with Other Concepts or Issues, explained in previous sub-section, the
researcher sees that mind mapping is one of the easier and more interesting strategies
to use because it may has some images and colors. Mind mapping also encourages
the students to think about the ideas that should be written, and then makes the ideas
visualized by drawing the images and coloring the line to relate each idea. Hence,
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written in previous sub-section, can be concluded that mind mapping which pushes
students to have metacognitive learning strategy stimulate students being autonomous
in learning. The students are able to arrange their own ideas into composition by
previously visualizing the ideas. Mind mapping refers to the metacognitive learning
strategy because it has three steps of working. They are, first, planning which refers
to the students when they plan of what they are going to write and how they want to
explore deeper towards the general ideas of the composition then, the second,
monitoring is when they are writing, they are able to monitor they writing by
themselves by looking at mind mapping as the guidance, the third, evaluation can be
the way to recheck their writing whether all the ideas in the mind mapping have been
discussed on the composition or not.
Whereas the meaning of students’ perceptions in this research refers to the
definition stated by Hardi and Heyes (1988: 85), “The basic form of perception is
people’s born talent, meanwhile perceptional ability is the result of learning which is
determined by the environment”. The statement means that the perception is a way of
which a man views a phenomenon based on their own experiences toward the
phenomenon. The data of students’ perceptions then are going to be gained based on
the students’ experiences using mind mapping in pre-writing step.
Those theories that relate to writing skill will support this research to solve the
research problems. Some theories have a close correlation to each other and also to
21 CHAPTER III METHODOLOGY
This chapter discusses the methodology used to conduct the research.
There will be six main parts, namely, research method, research respondents,
research instruments, data gathering technique, data analysis technique, and
research procedures.
A. Research Method
Since the research discussed the students’ perception on using mind mapping as a
method to foster students’ writing skill. Therefore, the method which was needed is
descriptive research. According to Ary, et. al (2002: 381) “Descriptive research
studies are designed to obtain information concerning the current status of
phenomena”. To support this research, the researcher conducted survey research. The
survey research would involve two major instruments in collecting data. They were
distributing questionnaires and interviewing some respondents randomly.
B. Research Respondents
The respondents of both instruments, questionnaire and interview, would be the
students of English Language Study Program of Sanata Dharma University who take
the Research Paper Writing class B, E, and F in 2009/2010 academic year. The
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respondents. The researcher chose those kinds of students because they should be
well-grounded in composition writing. Hence, the questionnaire data would be
applicable. The total was four interviewees who took randomly from the respondents
of the questionnaire to know further on the use of mind mapping to foster students’
writing skills. The number of the interviewees was adequate to complete the data
from the questionnaire data.
C. Research Instruments
The way to gain the data is by asking questions. The questionnaire and the
interview are the instruments to gain the information relating to facts, feelings, and so
on (Ary, et. al, 1979: 173). In this research, the researcher chose both of the means to
obtain the data in relation to their views on using mind mapping in prewriting step to
foster students’ writing skills. The respondents would fill out the questionnaire
afterward the researcher chose four respondents of the questionnaire to be
interviewed randomly.
The first instrument, questionnaire, would answer the first problem of the
research, stated what students’ perceptions on using mind mapping in prewriting step
to foster students’ writing skills are. Since the questionnaire consisted of two types of
questions, namely closed form question and opened form question, the researcher
conducted interview, as the second instrument, to gain further data related to opened
second problem of the research, stated the suggestions of the implementation of mind
mapping in Writing class, and gain the further information of closed form question.
1. Questionnaire
Ary, et. al (1979: 178) argues “Questionnaires are of two types: structured or
closed form, and unstructured or opened form.” The structured or closed form
questions provided the questions and the alternative answers to the respondents. The
unstructured form questions did not provide suggested answers. Terms of the
questionnaire forms supported the research. Hence, this research mainly used
questionnaire that would contain two types of questions, namely closed form question
and opened form question. There were seven numbers of closed form questions and
three numbers of opened form questions. The closed form questions were to collect
the survey results on the use of mind-mapping as a prewriting strategy to foster
students’ writing skills. Meanwhile, the opened form questions were to collect
information of students’ suggestions in the implementation of mind mapping and
their opinions on the use of mind mapping as prewriting strategy.
Table 3.1. Questionnaire Blueprint
No. Features Item Numbers
1. Perception on prewriting step A
B. 1 B. 2 C. 1
2. Perception on mind mapping as prewriting strategy B. 3
B. 4 B. 5 B. 6
3. The use of mind mapping toward fostering students’
writing skills
C. 2
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2. Interview
Another instrument for this research was interview. As what Ary, et al (1979:
174) stated that interview was a well-established method of data collection. It was a
flexible instrument where the interviewer could elaborate the questions and inquire
more explanation in case the respondents are not clear in answering the questions.
Interviews would be done in different time for each interviewee in order to obtain
further information on the questionnaire data of certain respondents and to keep the
confidentiality of the respondents’ answers and biographical data.
Table 3.2. Interview Guide
No. Questions 1. What was your reason to put the strategy (based on the
questionnaire) as the first number?
2. When did you first time know and use mind mapping? 3. Have you ever used mind mapping as a strategy in
prewriting?
4. Can you describe your working with mind mapping in prewriting?
5. What are your suggestions on the use of mind mapping in prewriting or in writing?
D. Data Gathering Technique
This research would use not only the library study but also mainly questionnaire
and interview data. The library study was used to look for the theories that supported
this research. Another technique was distributing questionnaires in three different
classes of Research Paper Writing B, E and F in 2009/2010 academic year to gather
The data was gathered by distributing the questionnaires in Research Paper
Writing class B was conducted on May 10th, 2010. There were twenty respondents in
the class. The questionnaire distribution in Research Paper Writing class E and F
were conducted on May 14th, 2010. There were twenty respondents and seventeen
respondents in each class.
Afterwards, The total was four interviewees who were taken randomly from the
respondents of the questionnaire to know further on the use of mind mapping to foster
students’ writing skills and to gain the more specific data about their suggestion on
the implication on the use of mind mapping in fostering students’ writing skills, to
achieve the answer of second problem of the research, and to gain the further
information of closed form question
E. Data Analysis Technique
The first technique in data analysis was analyzing the questionnaire data gathered
from three different classes of Research Paper Writing B, E and F. The analysis
consisted of two steps. The first step was analyzing the closed form questions. The
data would be described and summarized into the form of percentage. This kind of
percentage was used to know the students’ perceptions on prewriting step and on
mind mapping in prewriting step. The scale indicating the students’ perceptions on
the use of mind mapping to foster students’ writing skills in closed form questions
would strongly agree, agree, disagree and strongly disagree. The results of the
26
questionnaire and the degree of agreement of the chosen answer into percentage.
Afterwards, from the results of this degree of agreement percentage, the researcher
could have a conclusion on respondents’ perception on the use of mind mapping to
foster students’ writing skills. It would answer the first question of this research.
Table 3.3. Data Analysis Technique
No. Statement Strongly
Agree (%) Agree (%) Disagree (%)
Strongly Disagree (%)
1.
2.
Etc.
The second step of analyzing the questionnaire was summarizing the opened form
questions. The opened form questions comprised of their opinion of mind mapping in
prewriting step, on the use of mind mapping to foster students’ writing skill, and the
suggestions on the implications of mind mapping in writing class which would
answer the second research problem. The researcher would summarize respondents’
answers of each question, then, draw conclusions of each question.
The third technique was analyzing the result of interviews. The interview results
were about the further information on the questionnaire data on why the respondents
gave certain answers. Afterwards, the researcher would recheck off the data gathered
F. Research Procedure
The procedures of the research were going to have some steps. The first step was
to review of the library data of all information that related to mind mapping and the
terms beyond the mind mapping used to foster students’ writing skills. The sources
would be books, documents and internet sources. Second step after having enough
data was, as the basic knowledge of the use of mind mapping to foster writing skill, to
decide who would be the respondents.
The next step was to arrange questionnaire questions to distribute to the
respondents. Afterwards, the researcher met the lecture to have the appointment on
when the questionnaire could be distribute to the respondents of writing classes.
Then, the researcher distributed the questionnaire to the respondents in Research
Paper Writing class B, E and F. After, respondents filled the questionnaires;
questionnaire data would be processed and then analyzed while searching for other
literature sources. The data from the questionnaire would have two types. The data
from closed form question would be processed into percentage, whereas the data
from opened form question would be analyzed and summarized based on each
feature. Afterwards, the researcher would have the hypothesis on the students’
perceptions on the use of mind mapping in prewriting step to foster students’ writing
skills before the researcher did the interview to gain further data from the
28
Then the research would continue to the interview. Interview of six respondents
of the questionnaire randomly would be done in the different time for each interview.
29 CHAPTER IV
RESEACRH RESULTS AND DISCUSSION
The chapter revealed the data acquired from the result of questionnaire and
interview. The data illustrated on students’ perceptions on using mind mapping in
prewriting step to foster students’ writing skills. In this chapter, there would be two
subheadings. The first subheading was research results involving the results of the
questionnaire and the results of the interview. The second subheading was the
discussion of the students’ perceptions on using mind mapping in prewriting step to
foster students’ writing skills, to answer the first research problem, and the
discussion of the students’ suggestions on the implication of using mind mapping
either in writing class or in their own writing, to answer the second research
problem.
A. RESEARCH RESULTS
The research results would be presented in two subheadings based on the
instruments used in this research. Each subheading consisted of some features of the
questionnaire.
1. The Results of the Questionnaire
In this research, the researcher first counted the results of the questionnaire by
30
showed in the Table 4. 4. Afterwards, each statement in the questionnaire was put
into each feature which would be clarified in next sub-subheadings.
Table 4. 4. The percentage of each statement of closed-form questions in the questionnaire 1. The right selection toward
the prewriting strategy develops my motivation in writing.
32 58 10 0
2. The selection toward the prewriting strategy affects my result of writing.
16 67 17 0
3. The respondents are
familiar with mind mapping as a strategy before writing.
12 60 23 4
4. The respondents often use mind mapping as a strategy before writing.
5 35 50 10
5. The respondents feel easy working with mind
mapping. 9 52 39 0
6. The respondents are able to build my ideas easily using mind mapping before writing.
a. Students’ Perceptions in Prewriting Step
There were three kinds of questions in the questionnaire. The first related to
the students’ selection of prewriting strategy. There were five prewriting
strategies provided in the questionnaire. They were mind mapping, free writing,
listing, brainstorming, and drawing. Figure 4.1 showed the percentage of
students’ selection of prewriting strategy.
Figure 4.1. showed that 14% of the respondents chose mind mapping, 21% of
the respondents chose free writing, 23% of the respondents chose listing, 30% of
the respondents chose brainstorming, 2% of the respondents chose drawing and
3% of the respondents wrote other strategy, outline, as their prewriting strategies.
However, 7% of the respondents never used a strategy in prewriting step.
Figure 4. 1. The prewriting strategy preferred by the respondents
There was an opened-form question that asked the further question why
respondents chose certain strategy as the main strategy in prewriting step. Most
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of the respondents chose brainstorming for the reasons that brainstorming was
an easy strategy to explore ideas and they were accustomed to the use the
strategy. Respondents who chose listing as the main strategy in prewriting
thought that by listing they did not need a long time to help them explore the
ideas in writing. Respondents who chose free writing thought that free writing
was the flexible strategy to use. They could explore their ideas and write
everything in their mind liberally. Respondents who chose mind mapping as the
main strategy in prewriting stated that mind mapping could help them to select
related ideas and explore more detailed ideas in their writing. A few
respondents chose drawing because the strategy was clearer than other
strategies. Respondents who chose outlining thought that the strategy was easier
than the others to develop their ideas. Another reason was that they were
accustomed to the use outlining because their lecturers always asked them to
make outline before writing; afterwards, they had to submit their outlines to the
lecturers.
There were 32% of the respondents who strongly agreed, 58% of the
respondents who agreed, 10% of the respondents who disagreed and none of the
respondents chose strongly disagree towards the right selection toward the
prewriting strategy developed their motivation in writing. This statement had a
relation to the next statement that the selection toward prewriting strategy
There were 16% of the respondents who strongly agreed, 67% of the
respondents who agreed, 17% of the respondents who disagreed and none of the
respondents who strongly disagreed responded on the selection towards
prewriting strategy affected their writing results.
b. Students’ Perceptions on Mind Mapping as Prewriting Strategy
There were four statements in the questionnaire which related to the feature
of students’ perceptions on mind mapping as prewriting strategy. The
respondents’ answer of each statement was presented in some figures then.
There were 12% of the respondents who strongly agreed, 61% of the
respondents who agreed, 23% of the respondents who disagreed and 4% of the
respondents who strongly disagreed towards the statement that they were
familiar with mind mapping as a strategy before writing.
There were 5% of the respondents who strongly agreed, 35% of the
respondents who agreed, 50% of the respondents who disagreed and 10% of the
respondents who strongly disagreed towards their frequency on using mind
mapping as a prewriting strategy.
c. Students’ Perceptions on Mind Mapping to Foster Students’ Writing Skills
There were 9% of the respondents who strongly agreed, 52% of the
34
who strongly disagreed towards the statement that mind mapping was an easy
strategy to use.
There were 9% of the respondents who strongly agreed, 54% of the
respondents who agreed, 37% of the respondents who disagreed, and no one
who strongly disagreed towards the statement that they could build their ideas
easily in prewriting using mind mapping.
Based on the opened-form question in the questionnaire, most of the
respondents agreed that mind mapping was a helpful prewriting strategy which
was able to foster students’ writing skills. They thought that mind mapping
helped them to classify the ideas and develop into some detailed ideas easily.
However, some of the respondents disagreed that mind mapping was a helpful
strategy in prewriting for the reasons that the strategy needed a lot of time thus
mind mapping was not effective to use. They were also not accustomed to the
use mind mapping strategy in prewriting. Hence, they thought that mind
mapping was not helpful for some students.
d. Students’ Suggestions on the Implication of Using Mind Mapping Some of the respondents suggested that to use mind mapping is the
effective way for the reason that mind mapping could help to organize their
ideas in an order. Some of the respondents recommended that mind mapping
had to be taught in the early semester and the users of mind mapping could
The users of mind mapping were better to have more practice to accustom to
use mind mapping for the reasons that the users knew the use of mind mapping
effectively.
2. The Results of the Interview
In this part, the researcher would provide the interview results of students’
perception on mind mapping as prewriting strategy to foster students’ writing
skills.
Respondent A said that mind mapping as a prewriting strategy had two
types. They were the manual1 and the mind mapping software2. According to
him, the mind mapping software was more complicated than the manual one. It
was complicated because he had spent a lot of time to make it. Since the user
had not really mastered the instructions to work with the mind mapping
software. Therefore, he frequently used the manual mind mapping besides it
was simpler than the software; it also led the user to be more creative in
drawing and coloring. However, both kinds of mind mapping had the same
function. It was to foster the user in exploring ideas easily.
He added when he used mind mapping, he could divide between the most
supported ideas and not supported ideas easily because mind mapping was very
systematic. In his opinion, the users could put some colors and pictures to make
1
It was also called traditional mind mapping that using paper and colored pens. (Buzan, 2003, p. 227). 2
36
mind mapping more interesting. The interviewee used mind mapping not only
in writing subject but also in reading subject and in his teaching preparation. He
suggested the teacher should teach the step of this strategy and the students
were better to inure using this strategy because the strategy was very helpful
and effective especially if it was used in prewriting. This suggestion based on
his experience that a class used mind mapping if only the teacher asked them to
make mind mapping.
However, respondent B never used mind mapping as prewriting strategy
except the teacher asked her to use the strategy to be submitted. She thought
that using mind mapping is tiring because she was not used to be systematic.
She preferred to use free writing, because the strategy challenged her to write
more and more in her mind.
Even though she never used mind mapping except the teacher asked her to
use, based on the theory that she got from the lecture, she thought that mind
mapping was a good strategy to be used because the strategy was very
systematic and mind mapping could help the users to map their ideas
specifically. She also had a notion that mind mapping did not let the users to
miss the specific ideas. She suggested having a high motivation to use mind
mapping in prewriting step, the user could make a book of his mind mapping. In
other words, the user gathered all mind mapping that he had made and bound
Respondent C had used mind mapping as prewriting strategy but she rarely
used it. She thought that mind mapping was not helpful to use because it let her
to be confused to explore ideas and to pick out the important ideas.
However, she thought that mind mapping was the effective way to use to
foster students’ writing skill though she rarely used the strategy. According to
her, mind mapping was a systematic strategy based on her experience in
prewriting step. The users had to know what ideas had to be put on it. She
believed that mind mapping helped the users to have new points of idea.
Respondent D used three strategies in prewriting step. He used
brainstorming as the first strategy, listing as the second strategy and mind
mapping as the third strategy. He put mind mapping in the last step because in
his opinion the use of mind mapping was to evaluate his ideas in his prewriting
step. He usually used mind mapping strategy in prewriting step to evaluate the
position of his ideas. Based on his experiences and his knowledge got by
reading a kind of writing book discuss on the use of mind mapping in
prewriting step, he said that mind mapping was a systematic strategy.
According to him, mind mapping as a prewriting strategy could lead the users to
explore the detailed ideas based on the big topic or general topic. He suggested
mind mapping could also be applied in all product skills, not only in writing but
also in speaking. Since, mind mapping could facilitated the users explore their
38
B. DISCUSSION
1. Students’ perceptions on mind mapping as prewriting strategy to foster students’ writing skills
The researcher could draw conclusion, based on the data gained, that most of
the respondents had positive perception on the use of mind mapping as the
strategy in prewriting step. That meant respondents were familiar with mind
mapping as prewriting strategy and facilitated using mind mapping in prewriting.
However, it did not mean respondents were often to use mind mapping in
prewriting.
In the researcher’s opinion, mind mapping was one of the very systematic
strategies which helped the users to lead in appearing ideas. In fact that the
working system of mind mapping were writing a general big topic in the middle
of the paper, making some branches from it which were as subtopics or more
specific ideas, then from the branches of the specific ideas, the users could always
have the more and more specific ideas. Therefore, by mind mapping, in
researcher’s opinion, the users would not miss detailed ideas. Since mind
mapping was a systematic prewriting strategy with its branches and helped the
users in building up ideas, thus, mind mapping could be a prewriting strategy to
foster students’ writing skills.
Based on the questionnaire data, most of the respondents agreed towards the
statement that they were familiar with mind mapping as a strategy in prewriting
as a strategy in prewriting step. The researcher concluded although they were
familiar with mind mapping as a strategy in prewriting step, it did not mean that
they often used mind mapping in every prewriting step but at least they had ever
used mind mapping in prewriting step. The case was because the selection of
prewriting strategy depended on the person which strategy they enjoyed to work
on and liked most. However, based on the questionnaire data, more than a half of
the respondents agreed that mind mapping was an easy strategy to use in
prewriting step. They thought that mind mapping was an easy strategy to use in
prewriting step for the reason that they could build their ideas easily.
Afterwards, the selection of the prewriting strategy chose by the students
affected by the four factors stated by Altman, Valensi and Hodggets (1985: 86).
The researcher related the students’ perception on using mind mapping in
prewriting step to foster students’ writing skills with the four factors influencing
students’ perception and the learning strategy called metacognitive learning
strategy.
According to Altman, Valensi and Hodggets (1985: 86) in Chapter II that the
first factor influencing the respondent’s perception was the selection of the
stimuli. The data gathering which was related to the first factor influencing the
perceptions that why students had the different perceptions.
This first factor also affected the variance of the respondents’ selection
towards the prewriting strategy related to the statement by Altman, Valensi and
40
perception was the selection of the stimuli. Each respondent had their own
selection toward prewriting strategy depending whether they felt easy working
with a kind of strategy or not. Figure 4. 1. showed the percentage of the
respondents’ selection towards prewriting strategies. Afterwards, the researcher
analyzed why the respondents had different selection in their prewriting because
they had their own opinion on the use or working system of each prewriting
strategy. Even though they had the same concepts of using the strategy based on
learning in class by the teacher but they accepted the concept differently, between
difficult or easy and helpful or not to work with certain strategy.
The second factor influencing respondent’s perception was the organization of
the stimuli stated by Altman, Valensi and Hodggets (1985: 86). Related to this
research, organization of the stimuli let the respondents to choose mind mapping,
as prewriting strategy, which they gained from lecturing or their own knowledge,
then, tried to use mind mapping well. However, for those who could not work
well with mind mapping, they would try other strategies until they felt that they
could apply certain strategy well.
The third factor influencing the respondent’s perception was the situation
stated by Altman, Valensi and Hodggets (1985: 86). The situations referred to the
respondents’ experiences, lecturing, and environment when they had to use a kind
of prewriting strategies. Related to this research, the students who had a limited
time to construct composition would not agree to use mind mapping as prewriting
the opposite situation would enable the students to use mind mapping more easily
to explore their ideas.
The fourth respondent’s perception factor was person’s self-concept stated by
Altman, Valensi and Hodggets (1985: 86). Related to this research, the meaning
of the factor was that respondents were able to appraise their own competences.
Respondents who were able to draw and color would tend to choose mind
mapping for the reasons that mind mapping would be more attractive with
pictures and colors. However, some respondents who had the opposite thought
would not tend to choose mind mapping.
As stated in Chapter II by Chamot, the researcher was able to conclude that
mind mapping was a learning strategy. Mind mapping, as a learning strategy,
helped the users to work easily and effectively in building up the ideas, even in
very detailed ideas.
Based on the researcher’s opinion, mind mapping referred to metacognitive
learning strategy. According to the definition by Chamot, as stated in Chapter II,
mind mapping could lead the users to have a well planning in constructing a
composition. Since mind mapping had the branches containing the ideas and
detailed ideas, thus, the branches were able to sustain in constructing a good
composition. By making a mind mapping, the users would have their own
planning on what topic to be written. They were able to monitor their own
composition by reviewing their mind mapping. Mind mapping was also used to
