PERCEIVED EFFECTIVENESS AND CHALLANGES FOR USING MIND-MAPPING TECHNIQUE FOR WRITING ARGUMENTATIVE
ESSAYS AT STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION, STATE ISLAMIC UNIVERSITY OF MATARAM
By
By Nurul Aini NIM 170107014
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2020
PERCEIVED EFFECTIVENESS AND CHALLENGES FOR USING MIND-MAPPING TECHNIQUE FOR WRITING ARGUMENTATIVE
ESSAYS AT STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION, STATE ISLAMIC UNIVERSITY OF MATARAM
Thesis
Presented to State Islamic University of Mataram to students of the requirement for the attainment the degree of
Sarjana in English Language Education
By Nurul Aini NIM 170107014
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2020
DEDICATION
“This thesis is dedicated to: My beloved mother: Hj. Rakmah My beloved father: H. Ahmad My beloved sister: Khusnul Khotimah and Ega Sari All of my big families. All of my lecturers. My best friends Sri Harmawati Tifki Hara- Hara, Fitra Dewi Handayani, Qurattil Ayniyati, Santi Ganis Wari, and all of my clasmate and My Almamater, UIN Mataram”.
TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
ADVISORS’APPROVAL ... iii
ADVISORS’OFFICIAL NOTE ... iv
STATEMENT OF THE THESIS AUTHENTICITY... v
THESIS RATIFICATION ... vi
MOTTO ... vii
DEDICATIONS ... viii
ACKNOWLEDGEMENTS ... ix
TABLEOF CONTENTS ... xi
LIST OF FICTURE ... xiii
LIST OF APPENDICES ... xiv
ABSTRACT... xv
CHAPTER I INTRODUCTION A. Background of Research ... 1
B. The Focus of Research ... 5
C. Objectives and Significances of Research ... 5
1. Objectives ... 5
2. Significances ... 5
D. Scope and Setting of Research... 7
1. Scope ... 7
2. Setting ... 7
E. Review of Previous Research ... 8
F. Theoretical Bases ... 13
1. Writing ... 13
a. The Definition of Writing... 13
b. Writing skill... 17
2. Writing Essay ... 18
a. The Definition Of Essay ... 18
b. Argumentative Essay ... 20
3. Mind Mapping ... 21
a. Definition Of Mind Mapping ... 11
b. The Type Of Mind Mapping ... 11
c. The Use Of Mind Maps ... 11
d. Mind Mapping Concep ... 11
e. The Advantages Of Mind Mapping ... 11
G. Research Method ... 23
1. Approach and Type of Research ... 23
2. Presence of Researcher ... 24
3. Setting of Research... 24
4. Source of Data ... 25
5. Procedure of Data Collection ... 26
6. Technique of Data Analysis... 26
7. Trustworthiness ... 29
H. Organization of Discussion ... 20
CHAPTER II DATA DISPLAY AND FINDINGS A. Students’ Perceived Effectiveness Of Using Mind Mapping Tehnique For Learning Writing Essay Argumentative Based On Questionaire ... 31
B. Students Experiece Using Mind Mapping Tehnique To Improve Writing Skill In Argumentative Essay, Based On Interview ... 36
CHAPTER III DISCUSSION A. Perceived effectivenes of using mind mapping tehnique for learning essay argumentative ... 40
B. Students experience using mind mapping tehnique for learning writing essay argumentative process ... 43
CHAPTER IV CONCLUSION AND SUGGESTIONS A. Conclusion ... 44
B. Suggestions ... 46 REFERENCES
APPENDICES
PERCEIVED EFFECTIVENESS OF USING MIND-MAPPING TECHNIQUE FOR WRITING ARGUMENTATIVE ESSAYS AT STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION, STATE ISLAMIC
UNIVERSITY OF MATARAM By:
Nurul Akini NIM: 170107017
ABSTRACT
The aims of this research is, to explore the perceived effectiveness of using mind mapping for learning to write argumentative essays at TBI UIN Mataram and to explore the students' experience for learning to write argumentative writing through the use of mind mapping tehnique. The researcher aplied qualitative exploratory case study, To collect the data, the researcher used two instruments those are questionnaire and interview. the findings of this reseaerch, Mindmapping technique is an effective teaching technique for teaching writing. Mindmapping technique is simple, fun, and arousing students’ creativity in generating and organizing their ideas, students are getting more active and more encouraged to study writing and improved their writing skills.
Students can easier to classify the idea well because mind mapping have a good sturucture theare are the collor and the digram make students can memorist the idea well, bacuese of that most of studenst interesting to using mind mapping in writing process and effective to improve studenst writing skill. Result based on questionaire. (1). Classsify Idea Well, (2).
Simple Tehnique To Makes Pharagraf Easier, (3). Improving Studenst Writing Skill, (4). Effective Method For Learning Writing Process. result of interview, (1). Improving students motivation for learning writing essay, (2). The ability in Organize and developing idea, (3). Promote The Students’
Efficiency To Organize Their Texts.
Keywords: learning writing process, mind mapping, argumentative essay
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PERSEPSI EFEKTIVITAS PENGGUNAAN TEKNIK MIND-MAPPING UNTUK MENULIS ESAI ARGUMENTATIF DI PROGRAM STUDI PENDIDIKAN BAHASA
INGGRIS UNIVERSITAS ISLAM NEGERI MATARAM
By:
Nurul Akini NIM: 170107017
ABSTRACT
Tujuan dari penelitian ini adalah untuk mengeksplorasi persepsi keefektifan penggunaan mind mapping dalam pembelajaran menulis esai argumentatif di TBI UIN Mataram dan untuk mengeksplorasi pengalaman siswa dalam pembelajaran menulis argumentatif melalui penggunaan teknik mind mapping. Peneliti menggunakan studi kasus eksploratif kualitatif. Untuk mengumpulkan data, peneliti menggunakan dua instrumen yaitu kuesioner dan wawancara. Berdasarkan temuan penelitian, teknik Mind mapping merupakan teknik pembelajaran yang efektif untuk belajar menulis. Teknik mindmapping sederhana, menyenangkan, dan membangkitkan kreativitas siswa dalam menghasilkan dan mengorganisasikan ide- ide mereka, siswa menjadi lebih aktif dan lebih terdorong untuk belajar menulis dan meningkatkan keterampilan menulis mereka.
Siswa dapat lebih mudah mengklasifikasikan ide dengan baik karena mind mapping memiliki struktur yang baik yaitu warna dan diagram, membuat siswa dapat mengingat ide dengan baik, karena itu sebagian besar siswa tertarik untuk menggunakan mind mapping dalam proses menulis dan efektif untuk meningkatkan kemampuan menulis siswa. keahlian. Hasil berdasarkan kuesioner. (1).
Mengklasifikasikan Ide dengan Baik, (2). Teknik Sederhana Untuk Memudahkan Pharagraf, (3). Meningkatkan Keterampilan Menulis Siswa, (4). Metode Efektif Untuk Pembelajaran Proses Menulis. hasil wawancara, (1). Meningkatkan motivasi siswa dalam pembelajaran menulis esai, (2). Kemampuan dalam Mengorganisir dan mengembangkan ide, (3). Mempromosikan Efisiensi Siswa Untuk Mengatur Teks Mereka.
Keywords: proses pembelajaran menulis, mind mapping, esai argumentatif
13 CHAPTER I INTRODUCTION
This chapter related the introduction of this study. It includes the research background, the statement of problems, the objectives, and the significance of the research, scope, research setting, review of previous research, theoretical bases, research method, trustworthiness, and organization of discussion. Each section is presented as follows:
A. Background of Research
Teaching English in Indonesia is conducted to improve learners’
competence in four language skills; they are listening, speaking, reading, and writing skills. Among the four language skills indicated above, writing skill is one of the two skills which are examined in the final test. Therefore, it can be concluded that writing skill is one of the most important skills in the teaching of English in Indonesia.1 Writing is one of the productive English skills that should be masterly skilled by English as Foreign Language (EFL) students in Indonesia for written communication and academic writing goals, such as;
notes, articles, journals, theses, proposals, etc. It claimed that writing has an important role in language output that is used for common mediation of awareness2 However, it not only uses for business and transactions but also contributes the chances to study abroad for students3.
1Adi Suyanto, “The Effectiveness Of Mindmapping To Teach Writing Skill Viewed From Their Iq” (Thesis, English Education Department Graduate School Sebelas Maret University Surakarta, 2010)
2 Fareed, M., Ashraf, A., & Bilal, M. ESL Learners’ Writing Skills: Problems, Factors, and Suggestions. Journal of Education and Social Sciences, vol. 4, number. 2, 2016. p. 81–92.
3 Yi, J. Y. Defining Writing Ability for Classroom Writing Assessment in HighSschools.
Journal of Pan-Pacific Association of Applied Linguistics, vol.13, number. 1, 2009. p. 53–69.
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Writing is an aspect of communication that gives students to put their understanding and arguments on paper, to establish their awareness and ideas into important ideas, and express meaning through well- categorized text. In its most advanced form, a written expression can be as vivid as a work of art. As students understand the phases of writing, and as they create new skills upon old, writing develops from the first simple sentences to detailed stories and essays.
When you are writing something down, you come to be more extra in selecting the good phrases. This indicates your writing will be more high, straightforward, and gorgeous than your real communication. However, if you hold at it long sufficient, plenty of that beautifully arrange together phrases, and sentences will start to learn their strategy into your oral communication aptitude. You will begin to try an extended vocabulary, which will leave a bigger understanding of you on the someone you are communicating with. Both your subjective and expert lives stand to advantage from this.
Ariyanti & Fitriana (2017) reported that Indonesian EFL university scholars were trouble in obtaining cohesion, spelling, coherence, vocabulary, and paragraph mistakes in essay writing.4 Moreover, Hasan & Marzuki (2017) explored the Indonesian EFL students’ skill in writing inquiring the students to do writing tasks at a determined time. Their findings indicate that the
4Ariyanti, A., & Fitriana, “REFL Students’ Difficulties and Needs in Essay Writing.
Advances in Social Science”, Education and Humanities Research (ASSEHR), 158, p. 111–121.
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grammatical issues covering obtaining plural forms, essays, verb forms, sentences, passive voice, and preposition included in the students writing.5
Writing an essay is individual work. The contents have to represent a person’s mind. In the case of teaching and learning of English language, the teachers can use many techniques to support the ability of students such as using comic stories, role-playing, discussion, mind mapping, index card match, etc.
To improve the students’ ability in writing essays, not every technique of teaching is effective to be applied. The teacher is expected to know the technique that could be applied in the teaching of writing an essay. One of those techniques is using mind mapping.6
Mind mapping is a technique that is generally used by people before they start to write something. So it can similarity to tried by the students to write an essay. Commonly, students know that mind mapping is a simple method for sketch data on a map, rather than writing it in paragraph7. The Mind Mapping method was first introduced by Tony Buzan in the early 1970s. The experts put forward the definition of Mind Mapping including the following: Tony Buzan in his book "Smart Mind Mapp Book", Mind Mapping is a creative, effective way to take notes and will literally map thoughts (Tony Buzan: 2009; 4)8
5 Hasan, J., & Marzuki, M. “An Analysis of Student’s Ability in Writing at Riau University Pekanbaru”. Theory and Practice in Language Studies, vol. 7, number 5, 2017, p. 380–388.
6 Ats Tsauratul Maemanah, “The Effectiveness Of Using Mindmapping Inthe Teachingofwriting Essay”, (Thesis, Department Of English Education Faculty Of Tarbiyah And Teachers Trainingstate Islamic University Of Syarif Hidayatullahjakarta,2014), p. 2.
7Ibid. p. 2
8Buzan, Tony. Smart Mind Map Book. London: BBC Worldwide Limited.2009
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Caroline Edward, Mind Mapping is the most effective and efficient way to enter, store, and extract data from or to the brain. Naqbi(2011) stated, "Mind mapping does help students to plan and organize their ideas for writing tasks."
It can be assumed that mind mapping is one of the learning techniques that can facilitate students to improve their writing skills. Moreover, it can overcome the students' problems in generating their ideas in the writing class. Besides, it is expected to make the students feel confident to write good paragraphs.
This system works according to the natural workings of our brain so that it can optimize the full potential and capacity of the human brain (Caroline Edward: 2009; 64).9 mind mapping as a prewriting strategy and a designing stage is a very significant part of the writing technique. It is useful to help students to produce and organize ideas before they begin writing. mind mapping made students easier to manage the ideas because mind mapping helps them more than understanding what they write and plan the topic they want to write so students need to awareness how to use mind mapping in writing tests.
Considering the importance and advantages of mind-mapping above and the research above, very several studies have examined the perceived effectiveness of the technique in the context of Indonesian EFL writing, especially in the English language education program. Therefore, we conducted this research to see how writing students perceive its implementation for learning argumentative writing at the English Language Education Program in
9Edward, Caroline. Mind Mapping Untuk Anak sehat dan Cerdas. Yogyakarta: Sakti.2009
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UIN Mataram. These students have long used mind-mapping strategies as observations and interviews with some students in the sixth semester, those who have learned archival writing in semester fifth.
This research is an exploration into the effectiveness of expanding mind- mapping ability as a prewriting planning method in improving the aspect of writing. Argumentative writing is defined as the literary activities that engage learners and composing an opinion and reasons. Thus, Argumentative writing is about how the students can implement their minds through writing. The argumentative essay is a genre of writing that requires the student to analyze the problem; obtain, develop, and assess evidence; and organize a position on the topic concisely.
Based on the rationale above, this study aims to examine the perceived effectiveness of the use of mind-mapping for learning to write argumentative essays, and to explore the students' experience for learning to write argumentative writing through the use of mind mapping at the English Language Education Program UIN Mataram.
B. Research problems
Based on the background above, two research questions will be answered in this study, include:
1. How do the students perceive the effectiveness of using the mind-mapping technique for learning to write argumentative essays?
2. What the students’ challenges in learning to write an argumentative essay through the use of mind mapping?
18 C. Objective and Significant of Research
1. Objective of research
Related to the focus of the study aforementioned, this research has some objectives include:
a. To explore the perceived effectiveness of using mind mapping for learning to write argumentative essays at TBI UIN Mataram.
b. To explore the students' challenges for learning to write argumentative essays through the use of mind mapping.
2. Significant of research
The significance of this research is expected to be beneficial for the academic, for the researcher, lecturers, students, and other researchers.
a. Theoretically,
This research expected will be able to contribute to the implementation of the theory of essay writing, argumentative writing, and mind mapping learning
b. Practically
1) For teachers, this study shows how do the students perceive mind mapping to improve their writing ability and the effectiveness of using mind mapping to teaching English writing.
2) For students, this research shows how for learning writing using the mind mapping technique.
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3) For other researchers, the results of this analysis are expected to provide a significant contribution in terms of using mind mapping, so this research can see as a reference for another analysis.
D. Scope and Setting of Research 1. Scope
The scopes of the study will be conducted on the subject and object investigated. In this study, the researcher only focused on the perceived effectiveness of the use of mind-mapping for learning to write argumentative essays at Study Program the English Language Education State Islamic University of Mataram, and To explore the students challenges for learning writing argumentative essay through the use of mind mapping.
2. Setting
This research will be conducted in the eight-semester of the English Language Education Study Program in the academic year 2020/2021, State Islamic University of Mataram (UIN Mataram).
Teaching English at uin Mataram can be categorized into good categories and high quality in all aspects. The researcher used some of the students of the eight-semester as a sample because the students' were learning the mind mapping technique to improve their argumentative essays.
20 E. Review and Previous Research
Several studies have been done by the previous researchers on the mind mapping technique to improve students’ skills which are used as a reference for this research.
First, a study conducted by Adi Suyanto, entitled “The Effectiveness Of Mindmapping To Teach Writing Skill Viewed From Their Iq.”10 The study findings of this research imply that: (1) English lectures are recommended to use the mind-mapping technique to teach writing; (2) the students could use mind mapping to develop their writing skill as it can assist them to elaborate, develop, and organize their ideas; and (3) the future researchers are expected to improve some extent which has not been increased in this study such as using various students’ population or students’ situation viewed from the learners’
motivation or social-economic background.
This previous research has similarities and differences with the present research. The similarity is both the researchers explain the importance of using mind mapping to improve students writing skills.
However, the difference is in the subject of research. The subject of the previous research was junior high school students. Meanwhile, the present research took the university students as the subject of research.
10 Adi Suyanto, “The Effectiveness Of Mindmapping To Teach Writing Skill Viewed From Their Iq” (Thesis, English Education Department Graduate School Sebelas Maret University Surakarta, 2010),p.1.
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Second, a research conducted by Khoyriah, entitled “Increasing the Students’ Writing Skill through Mind Mapping Technique” 11. Out of the application of mind mapping strategy in the writing skill, it could be seen that mind mapping technique could inspire the students to be actively involved in the teaching-learning process of writing subject.
They could contribute information, knowledge, and experience they already have to produce and develop ideas and concepts related to the topic. It is in line with (Buzan 2000) in Al-Jarf’s (2008) statement that mind mapping is an illustration organizer in which the major categories radiate from a central idea and subcategories are represented as branches of larger branches. It is a visual method that can be used to develop ideas, take the letter, organize ideas and improve knowledge. In addition, by using mind mapping during the prewriting class, the learners could develop and improve the ideas and information into a map that indicates the significant relationships.
After the words and ideas were develop and organized, then the words are grouped into their categories. Thus, the ideas could be improved easily and more completely. As the prewriting technique, mind mapping can be used for general vocabulary development. It can help students build and establish background knowledge and brainstorm to generate words and ideas related to the topic.
11 Khoyriah, “Increasing the Students’ Writing Skill through Min dMapping Technique”.
Nusantara of Research. vol.1, No. 2, Oktober 2014, p. 184-185
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This previous research has similarities and differences with the presentation research, the similarity is both of researches used qualitative study and the difference is the however, the difference is in the subject of research. The subject of the previous researches was first- year students of the English Department at Nusantara PGRI Kediri University. Meanwhile, the present research took the eight- semester at the Study Program English Language Education State Islamic University Of Mataram as the subject of research.
Tird, a research conducted by Lismawati entitled “Using Mind Mapping To Improve The Writing Ability of Grade Viiistudents At Smpn2 Depokin The Academic Year Of 2012/ 2013.” The findings of the study indicates that the use of mind mapping effectively generate the learning writing skill. founded on the qualitative data, the pupils were able to develop their ideas to generate well-organized recount texts.
They were also able to use the related correct grammar, vocabulary, spelling, punctuation, and capitalization in their writings. During the teaching and learning process, they also showed positive reaction toward the assignment. They excited joined the teaching and learning proces and did the lesson well. Based on the quantitative data, the students’ mean scores enhanced. In the pre-test, the students’ mean score was 14.62. The mean score improved in both cycle 1 and cycle 2 in which the mean scores were 16.16and 16.78. In the post-test, the score
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increasedinto 17.63. The gain score of the mean scores from the pre-test to post-test is 3.01.12
This previous research has similarity and difference with the present research, the similarity is both of research to find about how mind mapping can improve students’ ability in writing, and the diffrence is the However, the diffrence is in the subject of reserch. The subject of previous reserch was junior high school grade VIII studentsat SMPN2 Depok in the academic year of 2012/ 2013. Meanwhile, the present research took the eight semester at Study Program English Laguage Education State Islamic University Of Mataram as subject of research.
The last, research conducted by Rahmat Fadilah entitled,
“Students’ Perceptions On The Use Mind Mapping Application Software In Learning Writing”. This study indicates that there was positive and negative reaction on the use of Mind Mapping in learning writing. The majority of the students had a positive perceptions of the use of Mind Mapping in learning writing and they perceived that Mind Mapping is an effective way to help them to organize ideas in learning writing. Besides, the use of Mind Mapping in learning writing allows three benefit, namely: (1) Mind Mapping eased the learnerss to understand and estabilish their ideas before writing something; (2) it promote the pupils to organize their ideas and (3) it assisted the students
12 Lismawati,
“
Using Mind Mapping To Improve The Writing Ability of Grade Viiistudents At Smpn2 Depok in The Academic Year Of 2012/ 2013” (Thesis, English Education Department faculty Of Languages and Ar s yogyakarta State University, October 2013)24
memorize better about the ideas. The results also showed two weaknesses, namely: (1) Mind Mapping wasting time to build and organize the ideas; and (2) it needed computer access to create a Mind Mapping. 13
This previous research has similarity and difference with the present research, the similarity is both of research had a positif respons from students’, about mind mapping is an effective way in learning writing, and the difference is the However, the difference is in the subject of reserch. The subject of previous research was IV semester at English Language Education Department in a university in Malang, Meanwhile, the present research took the eight (VIII) semester at the Study Program English Laguage Education State Islamic University Of Mataram as subject of research.
F. Teoritical Bases 1. Writing
a. Definition of writing
Raimes (1983: 3) showed that writing is an important part of speach when the other person is not good there in front of us, listening to our words and noticing at our gestures and facial expressions14. Writing is the technique of obtaining symbols (letters of the puctuation,
13 Rahmat Fadilah, “Students Perception On The Use Of Mind Mapping Aplication Software In Learning Writing”. A Jurnal Of Culture, English Language Teaching, Literature, And Linguisti. June 2019, vol. 6, no. 1, p.58.
14 Adi Suyanto, “The Effectiveness Of Mindmapping To Teach Writing Skill Viewed From Their Iq”, (Thesis, English Education Department Graduate School Sebelas Maret University Surakarta, 2010), p. 8.
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alphabet, and spaces) to express ideas and felling in a coherent form. To write it is important to understand the main system of a language. In English, this contains awarness of punctuation, grammar, and sentence structure. Vocabulary is also important, as is correct stucture and spelling.
Writing is a ways that change our think or argument into the written form. It should be estabilish into coherent and cohesive sentences. “Coherence implies the pharagraph must have relation, that is the activity from one pharagraph to the next must be logical and smooth” (Oshima and Hogue, 200615. Writing is a part of speach of person indirectly with another person. Writing is a productive and expressive activity. In fact, writing is a skill that more difficult other than language skills, such as listening, reading and speaking. In the process of writing, it is necessary to think about the related to the component of the writing, in order the students can understand the message conveyed by the author. Acordingly, the resercher should use the formating such as a sentence, word, phrase, paragraphs, and others well16.
15 Ari kurnia wijaya, “The Effect Of Using Mind Mapping On The Writing Comprehension Ability Of The Tenth Grade Students At Sma Tiga Maret Yogyakarta In The Academic Year Of 2014/2015”, (Thesis, English Education Program Faculty Of Language And Arts Yogyakarta State University, 2014), p. 7.
16 Ibid. p. 7.
26 b. Writing skill
Writing is part of the four abilitiess of speaking, reading, listening, and writing has always shaped aspect of the syllabus in teaching of English. However, writing can be used for a combination of aims, varying from being totally a ‘backup’ for grammar teaching to major syllabus strand in its own right, where mastering the ability to write effectively is seen as key objective for learners, Harmer (2004:31)17. Moreover,according toMayers (2005:2),writing is also an action a process of learning and organizing students idea, setting them on paper and reshaping and improving them. It means that writing can be used to communicate arguments or ideas on a paper.18
So, it can be concluded that writing is the act of expressing ideas or thoughts in communication using graphic symbols which are arranged based on certain rules and conventions. The rules and conventions are concerning with the aspects of content, organization, word choice, language use, and mechanics.Aspect of content is talking about the ability to think creatively and develop thoughts, excluding all irrelevant information.Organization is the logical order of sentences presented so that the arrangement of the sentences makes sense; it involves unity and coherence. Vocabulary is the skills to select and use
17 Khoyriah,” Increasing the Students’ WritingSkill throughMindMapping Technique”, Nusantara of Research, Vol. 1, number 2, oktober 2014, p. 179.
18 Ibid, p. 179
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wide extent of legal phrasess, and clauses. Language use is the skill to relate sentence structure and other grammatical features19.
2. Writing Essay
a. Definision of essay
Essay is a part of paper writing that includes some paragraphs ,and sentences discussing a topic or an problem (Oshima & Hogue, 2007; Zemach & Rumisek, 2005; and Langan, 2010). likeness, Connelly (2013) argued an essay is a total of relevant paragraphs that support a paper. This resercher classified the types of essays; formal and informal essay. In common essay, it is conducted to educate students about an idea and invite them to approve point of view; meanwhile, the informal essay is to share a authors impressions, ideas, or experiences. Both of them should have a obvious purposes, particular lesson, topict and logically understanding of supporting details (Connelly, 2013)20.
In essay organization, the scholars i.e. Oshima & Hogue (2007);
Boardman & Frydenberg (2002); Zemach & Rumisek (2005); Langan (2010); and Connelly (2013) agreed that there are basically three structures of essay; introductory paragraph, body paragraph, and conclusion paragraph. Moreover claimed that in introductory paragraph, it is written in order to submit and boost interest and essay topic. Here,
19 Adi suyanto, “The Effectiveness Of Mindmapping To Teach Writing Skill Viewed From Their Iq”, (Thesis, English Education Department Graduate School Sebelas Maret University Surakarta, 2010, p. 12.
20 Rostanti Toba, Widya Noviana Noor, La Ode Sanu, “The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay”, Dinamika Ilmu, vol. 19, No. 1, 2019, p. 61.
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it permeates general statements and a thesis statement. The general statements write the background data of the issue that can be organized begining from general idea into specific idea; while a thesis statement is to introduce and state the main ideas of the essay that can be listed of its subdivisions of the topic or subtopics systematically. A thesis statement also presents the positions and situation of the author and fulfills as essay goals statement that is organized in a single sentence and helps to the topic constraint21.
b. Argumentative essay
1. Definistion of Arguguemntative Essay
Argumentative essay is a scientific paper that includes arguments, justification, description, based on ideas that have been develop recently22. Argumentative writing is to write your idea about something and you can allows your reason for what you argue that. so argumentative writing is about how the student can implementing their own mind through write. The argumentative essay is a genre of writing that expect the learners to analyze the issue: receive, develop, and analyzed information; and establish a stance on the issue concisely.
Argumentative writing is a demanding act owing to the essential of being wise about the topic, structuring knowledge
21 Ibid, p. 62
22 M. Fadhly Farhy Abbas& Herdi, “Solving The Students’ Problems In Writing Argumentative Essaythrough Collaborative Writing Strategy”, Jurnal Of English Education vol. 7, No. 1, December 2018, p. 105.
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through high-level thinking skills, recognizing argumentative text pattern and presenting thoughts in this pattern. We are thought to know or generate this means of texts in both educational and daily life. It is important to understand this structure and have experience by writing practices so as to be able to write argumentative text23. 3. Mind mapping
a. Definition of mind mapping
Mind mapping is a learning method that was generated by Tony Buzan24. The mind map is an feeling of glorious imagining and is acordingly a simple function of the human mind. It is important visual technique which allows a populer strategy to opening the ability of the brain. (Buzan, 1993)25. Mind map is a visual tool to represent ideas and knowladge. It is a graphical thinking tool that helps formating evidence, assisting students to better evaluate, interpret, synthesize, remember and generate new ideas.26 Mind Mapping is a visual report that helps the students to differentiate words or ideas, often with colors and symbols.
It commonly carried out a hierarchical or tree branch structure, with branching into their subsections. Mind Mapping gives wonderful
23Serpil Ozdemir, “The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements”, World Journal of Education, vol. 8, No. 5, 2018, p.
114
24 D’Antoni, A. V., & Pinto Zipp, G. “Applications of the mind map learning technique in chiropractic education”, The Journal of Chiropractic Education,vol. 19, 2006, p.3.
25 As’ari, “Using Mind Maps As A Teaching And Learning Toolto Promote Student Engagement”, Loquen, vol. 9, No. 1, june 2016, p. 3.
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creativity when reporting ideas and evidence, as well as allowing a note taker words related to graphical representation27.
Mind mapping is one of popular technique which is generated by Tony Buzan. The learners need a strategy to help them in the learning writing process. The strategy is also needed to improve and develop students’ idea in learning writing. Mind mapping method earns the students’ easy to learn new ideas28. All Mind Maps have some things in common. They have a simple organizational format that radiates from the middle and use symbols, lines, words, color and picture according to simple, brain-friendly concepts. Mind mapping restores a long list of common evidence into a powerful, famous, memorable and highly composed map that helpsin line with your brain's natural way of doing things.
So the definition of mind mapping is a form of outline described by picture or diagram which is made to develop the idea about something from the general into specific one. In case of teaching a written material, a mind mapping will be an effective technique to help
27 Ari kurnia wijaya, “The Effect Of Using Mind Mapping On The Writing Comprehension Ability Of The Tenth Grade Students At Sma Tiga Maret Yogyakarta In The Academic Year Of 2014/2015”, (Thesis, English Education Program Faculty Of Language And Arts Yogyakarta State University, 2014), p. 20.
28 Rahmad padilah,” Students’ Perception On The Use Of Mind Mapping Application Software In Learning Writing”, CELTIC: A Journal of Culture, English Language Teaching, Literature & Linguistics, vol. 6, nuber 1, june 2019, p. 59.
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the teacher in stimulating the students’ way of thinking before writing a text29.
b. The type of mind mapping
There are many kinds of mind mapping; they are radial mind maps,right-columnar mind maps, and left-columnar mind maps
1. RadialMind MapsRadial mind maps arrange topics from a central topic out radially inboth the left and right directions.
2. Right-Columnar Mind MapsRight-columnar mind maps arrange topics fromtop to bottom on theright side of the central topic. 3. Left-Columnar Mind MapsLeft-columnar mind maps arrange topics
from top to bottom on the leftside of thecentral topic.
c. The Use of Mind Maps
In the process of pre-writing activity, Mind Maps is important for the students in order to guide them develop about the topic that they want to discuss. They will begin to write the key word from the general part first and continue it with some details. It will help the students organize their writing and make sure that none of important points are left because Mind Maps will:
1. give a large area about the main problem to
2. create an easy way to plan some routes or choices and make it easy to know where to go
29 Ats Tsauratul Maemanah, “The Effectiveness Of Using Mindmapping Inthe Teachingofwriting Essay”, (Thesis, Department Of English Educationfaculty Of Tarbiyah And Teachers Trainingstate Islamic University Of Syarif Hidayatullahjakarta,2014), p. 9.
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3. collect a number of important data in one place
4. encourage way out to solve the problems by look at the new creative breakthrough30.
d. Mind Mapping Concept
Mind maps is a visual tool of taking notes. The visual basis of them helps one to understand words or ideas, often with colors and symbols. Mind maps and concept maps are different in that mind maps focus on only one word or idea, whereas Concept maps connect multiple words or ideas31.
Mind mapping is completelly a pettern used to graphical represent or outline main topic. It is a important visual strategy students can use to translate what’s in students ideas into a graphical picture.
Since mind mapping helps the students allows to organize and realize information faster and better. There are important characteristics of mind mapping students need to understan and memory when making mind maps.
Firstly when mind mapping students need to observe and place the main issue. It will assist as the main picture or the mainl point of the map. Second the central topic of the main point radiates from the main picture. This is why mind mapping is realized to be the feeling of radiant thinking. Third the main topics will form as the structure for your mind
30 Aisyah Karimatul Fajri, “Improving Students’ Writing Skillby Using Mind Maps”, (Thesis, Teacher Training And Education Faculty Sebelas Maret Universitysurakarta, 2011), p. 19.
31 As’ari, “Using Mind Maps As A Teaching And Learning Toolto Promote Student Engagement”, Loquen, vol. 9, No. 1, june 2016, p. 4.
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map. These structure related nodal structure.The easy mind mapping method illustrate above defines how mind mapping helps students. The students also need to apply it when making own mind map and students allows benefit a lot from the activity.
Ficture. 1.1 the example of mind mapping32
e. Advantages of the Mind Mapping
Mapping can be very useful for showing important events ideas in relation to each other. If you are telling a story or recounting an experience, maind mapping can helps you organize the material in order.
This is only an activity for students to helps students explore the own
32 The example of mind map, https://medium.com/dot-intern/6-cara-membuat-mind-maps , access on 10 March 2020, at 15.29 PM.
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ideas, thoughts and feelings related to the issue as the first point in writing about the topic33.
If using of Mind Mapping in learning writing esays, students become more productive, gratifying, and successful to writing essay argumentative. Here are the benefit students allows when using mind mapping technique in learning writing.
1) Students can classifying the idea.
2) Students can organizing the paragraph well.
3) Students become more creative and productive.
4) Students easy to understand the topic.34
Mind mapping technique make Students more creativity and develop imagination because it’s an excellent method to allows students develop new ideas, observe connectin among the different data and information, and significantly enhanced students memory and retention.
Making a mind map is an great way for students to be able to sort through students thoughts and ideas. Mind mapping activity gives students to directly develop thinking and find new ideas in less time. It allows students the freedom, when brainstorming so that the flow of ideas is not blocked or require thinking.
To be able to totally understand the meaning of a mind map invilved participation is neccessity. Students must to understans that
33 As’ari, “Using Mind Maps As A Teaching And Learning Toolto Promote Student Engagement”, Loquen, vol. 9, No. 1, june 2016, p. 8.
34 Ibid, p. 8
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mind maps provide a self explanatory information and structure that can be comprehended best the students took part in making it. So it might be a little difficult for students to observe the activity to earn detailed understanding of the mind map.
f. Disadvantages of using mind mapping
Mind mapping will be hard for some students who are very logical in the way they think. In the discussion for example. For some students mind mappiong technique may be difficult to trust their intuitive side because logic is telling them that this way of thinking is not possible.
1. Cause confusion: Mind maps involves identifying meaningful relations between ideas and concepts. A lot of ideas can be develop when mind mapping, and if one does not take charge of the process, this can lead to an unduly large and populated mind map. Reading such poorly constructed mind maps can be very confusing.
2. Time consuming: This usually applies to people who are new to mind mapping. When creating a mind map for the first time, it can take effort and gulp up time when you are brainstorming and trying to come up with associations between ideas. However, over time as you mind map, you get the hang of things and draw up mind maps in less time.
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3. Space limitation: This usually applies to mind maps manually drawn on paper. As you try to generate more connections to the central point of a mind map, more branches and sub-branches are created and the map becomes longer. It can take up a whole lot of space if you're using A4 paper and drawing by hand. However, with mind mapping software, you can take charge of the diagram and canvas.35
G. Research Method
1. Approach and Type of Research
The researcher applied qualitative exploratory case study. Creswell distinguished that qualitative study as an approach for exploring and understanding the individuals of meaning or group supposed to the public or human problem.36 This research used an exploratory case study research design. According to Yin, an exploratory case study educated to evaluated any case in the imformation which goals as a point of absorption to the researcher.37 The case study's aims to verify that further investigation is important. The case study purposes to investigate a bounded system (e.g.
35 Disadvantages of using mind mapping, https://www.mindmaster.io/article/what-is-a- mind-map.html acses on 17 march 18:17 pm
36John W. Creswell, Research Design: Qualitative, Quantitative and Mixed Methods Approaches,( London: Sage Publications, 2009), third edition, p.4.
37 Yin, R., Case Study Research: Design and Methods, (Beverly Hills, CA: Sage Publishing, 1984).
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event, process, activity or individuals) based on comprehensive data collection38.
The exploratory case study investigated phenomena characterized by a lack of particularized previous research, particularly formulated hypotheses that can be tested by certain research spheres that restrict methodology selection. Furthermore, this study used qualitative exploratory design.
2. The Presence of Researcher
In qualitative research, the presence of the researcher in the place where the research is conducted is very significant needed optimally. The researcher is the main key instrument to express meaning and at the same time as a data collection tool. the researcher's attendance in the research of effectiveness using mind mapping to increase students argumentative essay writing of English Language Education Study Program, State Islamic University of Mataram. Because of Pandemic Covid-19, the researcher took the data by using digital media namely WhatsApp. WhatsApp was used to interview with the eight- semester students as an informant and shared the questionnaire about the Perceived Effectivenes And Challenges For Using Mind Mapping Technique To Writing Essay Argumentative.
3. Setting of Research
38 John W. Creswell, “Planning, Conducting and Evaluating Quantitative and Qualitative Research”, Educational Research, 2007, p. 465.
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This research will be conducted at the study Program English Language Education, State Islamic University Of Mataram. located on Gajah Mada street Jempong, West Nusa Tenggara. . In this research, the researcher will be research the eight- semester of the English Language Education Study Program in the academic year 2020/2021. The researcher took all classes of the eight semester students. The eight- semester consisst of four classes.
Furthermore, the researcher takes the eight- semester because based on the researcher’s experience as the students at the eight- semester that they learned argumentative essay in eight- semester
4. Source of Data
The data source is one of the most important in research. Errors in using or understanding the data source, the data obtained will also be missed than expected39. Data source in this study is eight- semester students of the English Language Education Study Program, UIN Mataram. In this research, the researcher was used two instruments to collect the data, namely an open- ended questionnaire and a phone interview. The research aims to get data.
First, the reseacher used open-ended questionnaire to obtained information about the perceived effectiveness and students challenges for using mind mapping technique for learning writing argumentative essays.
Moreover, the researcher used phone interviews with some students to obtained deep information about the perceived effectiveness and challenges
39Bungin Burhan, Social Research Methodology, (Surabaya: Airlangga University Press, 2001), p.129.
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for using mind mapping technique to improve students writing skill individually or personally. In this case, the researcher will take a sample from the eight- semester students which consists of four classes (Class A, B, C, D).
Arikunto states that the sample is a part of a population that have similar characteristics40. Moreover, Sampling is a technique to take a sample.
To determine the sample in this study, there are numerious types of sampling techniques that can be used. Sampling technique that used in this research is purposive sampling. The total student as sample is 20 students to be the imformant. Then, the researcher will record the students' voices to get clear data and easy to analyze it. The data is in the form of words, phrases, sentences, and voice records that are spoken by students. Those data are obtained from questionnaires and interviews.
5. Procedure of Data Collection
To collect the data, the researcher used two instruments those are questionnaire and an interview.
First, the researcher used questionnaires to collect the data. According to Arikunto, the questionnaire is the number of written question which is used to get information from the respondents about their personality and anything they know. This research used the questionnaire to measure the effectiveness and challenges of the students in using mind mapping tehnique. The questionnaire adapted From Fuad Cahyo consist of 10 questions.
40 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT.Rineka Cipta,2010), p.134
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The second is an interview. Arikunto claimed that the interview is a meeting of two people to exchange information and idea through questions and answer, resulting in communication and joint construction of meaning about a specific issue. The researcher interviewed with the English students at UIN Mataram exactly at the eight- semester students of English Language Education Study Program. The interview consists of 4 questions.
6. Technique of Data Analysis
Data Analysis is the strategy of systematically involving statistical and logical method to interpret, clarify, summarize, illustrate, and evaluate data. According to Shamoo and Resnik (2003) numerious logical technique
"delivered kind of drawing inductive hypothesis from imformation and understanding the signal (the phenomenon of interest) from the noise (statistical fluctuations) present in the data.41 To analyze the data about students' perception and effectiveness of using mind mapping to improve student’s ability in writing argumentative essay writing. This study were applied the technique of data analysis based on Miles and Huberman, and there were four steps: data collection, data reduction, data display, and conclusion drawing.42
The data analysis in qualitative research implicates three things, those are data reduction, data display, and conclusion drawing/verification.. By using this technique, the researcher was collect, arrange, and present the data.
41 Shamoo, A.E., Resnik, B.R. Responsible Conduct of Research. Oxford University Press, 2003
42 Miles and Huberman, Qualitative Data Analysis, (UK: SAGE Publications, 2014), P.10.
41 a. Data Reduction
Data reduction means summarizing, selecting the right data based on need criteria, or only focus on the significant things, look for themes and patterns and throw away unnecessary. For shortness, the data reduction is part of data analysis, which emphasizes making the data shorter, make the themes focus, and arranges the data in the appropriate order. The researcher chooses to choose elimination and summarizes the data. Thus, the researcher only focuses on the data about the the perceived effectiveness of using mind mapping technique to improve students' ability in writing argumentative essay, and students challenges for using mind mapping technique in learning writing essay.
b. Data Display
The second technique of data analysis is displaying the data. The function of the data display is to perform accessible, compact, and organized information about the data. in this step, the researcher displayed the data that have been reduce. The researcher was selected all the data obtained from the questionnaire and interview. It is the way to collect the research data and it helped the researcher to finish the research. From the questionnaire, the researcher obtained the data about the perceived effectiveness and challenges for using mind mapping technique for writing argumentative essays completely. From the interview, the researcher was known about the effectiveness and challenges for using
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mind mapping for writing argumentative that students applied individually or personally.
c. Drawing Conclusion or Verification
The last technique of analysis the data is drawing a conclusion or verification. It was the result of the research that explore the perceived effectiveness andstudents challenges using mind mapping in learning English of the eight Semester Students of English Language Education Study Program, the State Islamic University of Mataram in the academic year 2020/2021. To make verification based on analyzed data, it is important to verify the data with the other previous study. The researcher will compare the data with the result of the previous research which is a concern with effectiveness and experience using mind mapping for writing an argumentative essays.
7. Trustworthiness
The validity of the data is conducted to prove the scientific research as well as to test the data obtained. Triangulation is a technique to check the validity of data by using or utilize something else.43 Furthermore, the quality criteria or trustworthiness in qualitative research include credibility, transferability, dependability, and confirmability. Credibility means confidence in the truth value of the findings of the study. While transferability means the applicability of the research findings. Then, dependability means
43 Lexy J. Moleong. Metode Penelitian Kualitatif. (Bandung: PT Remaja Rosda karya, 2013), p. 330.
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the degree of consistency of the findings. Meanwhile, confirmability means the neutrality of the findings.44
There are several ways of triangulation, they are: source triangulation, time triangulation, theory triangulation, and the last instrument triangulation45. In this study, the researcher used the triangulation of sources to check the validity of the data. Method or technique triangulation consists of questionnaires and interviews. The informant in this research is the eight- semester students of English language education program of UIN Mataram H. Organisation of Discussion
The organization of discussion will be arranged as follows.
a. Chapter I Introduction
The first chapter explained about background of the research, statement of the problem, objective and significance of the research, scope, and set of research, review of previews of research, theoretical bases, and research method. This chapter describes the approach and type of research, setting, and participant, procedure, and data collection, the technique of data analysis.
b. Chapter II Data Display And Findings
The second chapter referring to data display and findings after the researcher conducting the investigation.
c. Chapter III Discussion
44 Syarifudin. Communication Strategies in Talking Turns Speaking of English as a Foreign Language Use. Mataram: CV Sanabil. 2020. (Cet.ke-2). p.20-23
45 Bachtiar S, Bahri, “Meyakinkan Validitas Data melalui Tringaluasi pada Penelitian Kualitatif”, Jurnal Teknologi Pendidikan, Vol.10, No.1, April 2010, p.55-57.
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This chapter discusses in detail all explanations, about the data display, and findings of the students regarding students' perception using mind mapping to improving their writing ability at the English education program in UIN Mataram.
d. Chapter IV Conclusion and Sugesstion
This last part describes the conclusion and suggestion. The conclusion presents the whole research findings, correlating about research statement problem which will be gained based on the result of analyzing the data in the previous chapter.
45 CHAPTER II
DATA DISPLAY AND FINDINGS
This chapter presents the data display and research findings based on the problems of research stated in the first chapter, namely perceived the effectiveness of using the mind-mapping technique for learning to write argumentative essays and students' challenges for learning to write Argumentative writing through the use of the mind mapping.
A. Students’ Perceived The effectiveness Of Using Mind-Mapping Technique For Learning To Write Argumentative Essays Based On Questionaire
The researcher used a questionnaire as the first instrument to collect the data about the perceived effectiveness of using mind mapping for writing argumentative essays. The questionnaire adapted from Fuad Nur Cahyo, The result of the Questionnaires presented as follows:
1. Motivation and Interesting
Motivation and interest is the important thing, it is something that positive energies to make students' happier to learning writing process using the mind mapping method. Based on the interview result, the students were highly motivated in joining the learning writing process using the mind mapping technique. The mind mapping method is a more interesting technique than others. Here are the students' answers about improving
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motivation and interest in learning the writing process best on students' answer in the questionnaire.
“....I am still to be motivated because my self-confidence increases
significantly because we can be more active in the class, usually we just sit and write the materials...” S2
“...It interesting and motivated me because Mind Mapping helps to group
the words which are under the same theme, so it doesn't make the paragraph muddle and it becomes more well-organized because we can discuss the answer with our partner, it is interesting for me.” S3
“I am still to be motivated because it can help me to arrange the paragraph
so that the paragraph becomes well-organized.....” S4
“I am still to be motivated because the mind mapping technique is more
attractive and relax makes me excited to learning writing.” S5
“....Mind mapping is simple and fun, because of that mind mapping is
interesting...” -S9-
The above interview result showed that most of the students were motivated and interesting in using the mind mapping method in the learning writing process, mind mapping technique can motivated students to writing because is not difficult to apply the technique for students'. This improvement is the result of the implementation of Mind Maps which able to attract the students' interest in learning English, especially in writing.
These conditions show that the student's motivation in learning English, especially in writing improves.
47 2. Self- Confident
Self-confidence is an attitude about students' skills and abilities. It means students accept, trust, and have a positive view. Self-confidence is the one of big aspects when students present in front of the class. self- confident can improve themselves the trusting herself and trust to their ability. Respond are the students' respond about the mind mapping technique could improve the students' self-confidence.
“....The simple and easy method it makes me have the self-confidence to present my essay or assignment in front of the class....” –S8-
“..It makes increases my confidence because I know the structure and
mechanism how to make the paragraph....”
“....Yes increasing my confidence because I can write well than before I used mind mapping ..."
"....Yes makes my confidence because I can make paragraph well It makes me confidence because mind mapping helps me to classification my idea and makes paragraph easier.....”
Based on students reaction above mind mapping improved students confidence significantly, mind mapping has many benefit for students which is improve students self-confidence with the idea classification makes students written essay well, because of that students can presentation their own in front of the class because the students trust for their self, they have an ability and they can do to be a good writer.
48 3. Idea Classification
Organize ideas makes students easier to write an essay because the idea is the important thing when the students start to write the essay, the idea is the important part to makes good writing. A Mind Map can help students' think with considerable coherence to explore relationships between ideas and components of an argument and to create solutions to problems. It puts a new opinion on things by allowing you to see all the related issues and analyze choices in light of the big picture. It also becomes easier to combine new knowledge and organize information logically as you are not bounded to a stringent structure. The following responses indicate such findings.
"....Mind mapping organize my ideas before writing...." -S1-
"....The mind mapping allows to memorizing the keywords and symbols..." -S2-
"....Using mind mapping technique makes me easier to manage my idea and more easy to make a paragraph..." -S3-
"....It makes me in more creative because it forces me to arrange the idea and also force me to arrange more detail of idea..." -S4-
" ....It helps me in the learning of writing and I think with mind mapping I can enjoy and more easy to make a paragraph...." -S6-
"....mind mapping technique It makes me easier and makes my writing a little bit challenging because even though the issue is difficult, I can organize the paragraph easier...." -S7-
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"...I can easily and fun using mind mapping technique in learning writing process because I can make paragraph easier trough classification the idea..." -S10-
"....In my opinion, mind mapping helps to classify the content in each paragraph because I have made a plan to be written in the paragraph later..." S12
The above interview result showed that most of the students can explore their ideas through their creativity using lines, branches, pictures, and color, strengthen their memory, and boost their interests in using mind mapping. Some reason why mind mapping helps students and increase their ability in writing because mind mapping is easier to understand, grouping or classification ideas, mind mapping can organize the students' time to makes sentences well, developing paragraph, allows to memorize the keywords, mind mapping I can enjoy and more easy to make a paragraph.
The students reported that the through ideas in bubbles helped them to plan their writing more easily. Furthermore, the content of the paragraph could be classified well when the students made mind mapping. makes paragraph easier through classification the idea.
Besides, developing or organizing the ideas could make their writing coherent. The ability in using the correct mechanism helps students easier to write the paragraph related to another paragraph.
50 4. Students’ Efficiency
Mind Maps is useful to guide the students in writing, so they don't confuse in the middle of writing because they don't have anything in mind to be written because of that students using the time well not wasting time.
Here are the students' reactions about using the mind mapping technique for learning writing to promote students' efficiency to organize their text.
"....in my experience using mind mapping is not wasting time because there was an idea organizer so I can write paragraphs easier and past..."
"...using mind mapping in the learning writing process Makes me writing past than before because the concepts are very clear to understand..."
"...using mind mapping method to writing argumentative essays is easier to make good sentences so that, It makes me have a lot of time to correct it more..."
"...I am very excited because the concepts are very interesting with color, keywords and the idea classification make me past to understand the topic..."
Based on the students' reaction above, the mind mapping technique is effective to improve students learning writing in argumentative essays.
Based on findings, the learner’s writing skills is improved optimally. Mind mapping is effective because mind mapping is efficient to understand the topic with keywords and idea classification make students past to writing sentence and paragraph when they writing an essay. Students are excited to
