IMPROVEMENT TO STUDENTS' ACHIEVEMENT IN PROCEDURAL TEXT COMPOSITION THROUGH PROCESS APPROACH-BASED MIND MAPPING EMPLOYMENT
Keywords:
mind mapping, process approach, writing
Abstract
The purpose of this study was to investigate whether there is a significant improvement in students' writing achievement after being taught using Process Approach-Based Mind Mapping, as well as which aspect of students' writing enhances the most. A quantitative study using a pre-experimental design was carried out which involved 15 ninth-grade students of SMPN 38 Bandar Lampung. The instruments used in this research were writing tests whichwere analyzed using Paired Sample T-test through SPSS 16.0. The results demonstrated that students' writing achievement significantly improved from pretest to posttest after being taught using Process Approach-Based Mind Mapping and the most enhancement aspect of writing was content. Process Approach-Based Mind Mapping could be utilized to assist students organize their thoughts by allowing for individual brainstorming using graphics and providing students with a structured writing direction. Process Approach emphasizes four key stages: planning, drafting, editing (reflecting and revising), and final version.
Downloads
Download data is not yet available.
References
Al- Zyoud, A. A., Al Jamal, D., &Baniabdelrahman, A. (2017). Mind mapping and students' writing performance. Arab World English Journal, 8 (4). https://dx.doi.org/10.24093/awej/vol8no4.19.
Amalia Solikhah, N., & Herlisya, D. (2021). Ability to Write a Reader’s Letter About the School Environment in 03 Lumbir State Junior High School. Journal Corner of Education, Linguistics, and Literature, 1(1), 21–27. https://doi.org/10.54012/jcell.v1i1.8
Bae, J. (2011). Teaching process writing for intermediate/advanced learners in South Korea. Thesis. University of Wisconsin-River Falls.
Bukhari, S, S, F. (2016). Mind mapping techniques to enhance EFL writing skill. International Journal of Linguistics and Communication. 4(1). 58-77. https://doi.org/10.15640/ijlc.v4n1a7.
Buran, A., &Filyukov, A. (2015). Mind mapping technique in language learning. Procedia-Social and Behavioral Sciences, 206, 215-218.
Boscolo, P. (2009). Engaging and motivating children to write. London: SAGE Publications Ltd.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language. San Fransisco: Longman.
Celce-Murcia, M., &Olshtain, E. (2000). Discourse and context in language teaching. Cambridge: Cambridge University Press.
Destika, V. (2022). Effectiveness of Match Technique to Improve Students’ Vocabulary Mastery based on Gender. Journal Corner of Education, Linguistics, and Literature, 1(3), 168–175. https://doi.org/10.54012/jcell.v1i3.33
Dokchandra, D. (2018). The effects of process writing approach on performance of an overcrowded EFL writing class at a university in Thailand. KnE Social Sciences, 3. 191-206.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems factors and suggestions. Journal of Education and Social Sciences, 4(2),
83-94. https://doi.org/10.20547/jess0421604201.
Flora, Cahyadi, D.S., &Sukirlan, M. (2020). A modified roundtable technique based on process approach to promote the students writing achievements in foreign language setting. International Journal of Education and Practice, 8(1), 149-157. https://doi.org/10.18488/journal.61.2020.81.149.157.
Flora, F. (2019). Integrating mind mapping (MM) and three-step-interview (TSI) in enhancing students’ writing process in foreign language setting.International Journal of Language & Linguistics, 6(4), 145-150. Retrievedfromhttps://doi.org/10.30845/ijll.v6n4p18.
Harmer, J. (2007). The practice of English language teaching. United Kingdom: Pearson Education Limited.
Hasan, M. K., &Akhand, M. M. (2011). Approaches to writing in EFL/ESL context: Balancing product and process in writing class at tertiary level. Journal of NELTA, 15(1-2), 77–88.
Herlisya, D., & Wiratno, P. (2022). Having Good Speaking English through Tik Tok Application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191–198. https://doi.org/10.54012/jcell.v1i3.35
Karatay, H. (2015). Process-based writing models: 4+1 planned writing and evaluation model. International Periodical for The Languages, Literature and History of Turkish or Turkic, 6(3). 1029-1047.
Karim, R, A., Abu, A. G., & Khaja, F, N, M. (2016). Brainstorming approach and mind mapping in writing activity. English Education International Conference, 1(2), 423-429.
Khaki, M., &Heidari, T. H. (2021). Assessing the effect of direct and indirect corrective feedback in process-based vs product-based instruction on learners’ writing. Language Teaching Research Quarterly, 21(35-53). 36-53.
Khusniyah, N, L. (2019). Improving descriptive writing ability through mind mapping. Research and Innovation in Language Learning, 2(1). 75-84.
Marashi, H., &Kangani, M. (2017). Using concept mapping and mind mapping in descriptive and narrative writing classes. Journal of Language and Translation, 8(2), 93-106.
Martínez, J., López-Díaz, A., & Perez, E. (2020). Using process writing in the teaching of English as a foreign language. RevistaCaribeña de InvestigaciónEducativa (RECIE),4(1), 49-61. https://doi.org/10.32541/recie.2020.v4i1.pp49-61.
Mehr, H, S. (2017). The impact of product and process approach on Iranian EFL learners’ writing ability and their attitudes toward writing skill. International Journal of English Linguistics, 7(2), 158-166. http://dx.doi.org/10.5539/ijel.v7n2p158.
Nabhan, S. (2016). The process approach to improve students’ writing ability in English education department University of PGRI Adi Buana Surabaya. Jembatan Merah, 13, 1–15.
Nurchurifiani, E., Nissa, R. N., & Febriyanti, F. (2021). Improving Students’ Vocabulary Mastery Through the Keyword Technique At The Tenth Grade of SMAN 2 Tulang Bawang Tengah. Journal Corner of Education, Linguistics, and Literature, 1(2), 139–147. https://doi.org/10.54012/jcell.v1i2.28
Palpanadan, S. (2014). Comparative analysis of process versus product approach of teaching writing in Malaysian schools: Review of literature. Middle-East Journal of Scientific Research, 22(6), 789-795.
Pradasari, N. I., &Pratiwi, I. (2018). Mind mapping to enhance students’ writing performance. Linguistics, Literature and English Teaching Journal, 8(2), 130-140.
Samsudin, Z. (2016). Comparing the process approach with the product approach in teaching academic writing to first-year undergraduates. The Asian Journal of English language and Pedagogy, 4, 84-104.
Sermsook, K., Liamnimitr, J., &Pochakorn, R. (2017). The impact of teacher corrective feedback on EFL student writers' grammatical improvement. English Language Teaching, 10(10), 43-49.
Suyanto, A. (2010). The Effectiveness of Mind Mapping to Teach Writing Skill Viewed from Their IQ. Thesis. English Education Department of Graduate School, SebelasMaret. University of Surakarta.
Tiwari, D. (2005). Encyclopedia of modern methods of teaching 7. New Delhi: Crescent.
Williams, J., D., (2003). Preparing to teach writing: Research, theory, and practice (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
Wyrick, J. (2011). Steps to writing well. (11th ed). New York: Lachina Publishing.
Yunus, M. M., &Chien, C. H. (2016). The use of mind mapping strategy in Malaysian University English Test (MUET) writing. Creative Education, 7, 619-626. http://dx.doi.org/10.4236/ce.2016.74064.
Zhang, Y. (2018). A contrastive study on the application of mind maps in argumentative writing instruction for EFL learners. English Language Teaching. 11 (12). 93-100.
Amalia Solikhah, N., & Herlisya, D. (2021). Ability to Write a Reader’s Letter About the School Environment in 03 Lumbir State Junior High School. Journal Corner of Education, Linguistics, and Literature, 1(1), 21–27. https://doi.org/10.54012/jcell.v1i1.8
Bae, J. (2011). Teaching process writing for intermediate/advanced learners in South Korea. Thesis. University of Wisconsin-River Falls.
Bukhari, S, S, F. (2016). Mind mapping techniques to enhance EFL writing skill. International Journal of Linguistics and Communication. 4(1). 58-77. https://doi.org/10.15640/ijlc.v4n1a7.
Buran, A., &Filyukov, A. (2015). Mind mapping technique in language learning. Procedia-Social and Behavioral Sciences, 206, 215-218.
Boscolo, P. (2009). Engaging and motivating children to write. London: SAGE Publications Ltd.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language. San Fransisco: Longman.
Celce-Murcia, M., &Olshtain, E. (2000). Discourse and context in language teaching. Cambridge: Cambridge University Press.
Destika, V. (2022). Effectiveness of Match Technique to Improve Students’ Vocabulary Mastery based on Gender. Journal Corner of Education, Linguistics, and Literature, 1(3), 168–175. https://doi.org/10.54012/jcell.v1i3.33
Dokchandra, D. (2018). The effects of process writing approach on performance of an overcrowded EFL writing class at a university in Thailand. KnE Social Sciences, 3. 191-206.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems factors and suggestions. Journal of Education and Social Sciences, 4(2),
83-94. https://doi.org/10.20547/jess0421604201.
Flora, Cahyadi, D.S., &Sukirlan, M. (2020). A modified roundtable technique based on process approach to promote the students writing achievements in foreign language setting. International Journal of Education and Practice, 8(1), 149-157. https://doi.org/10.18488/journal.61.2020.81.149.157.
Flora, F. (2019). Integrating mind mapping (MM) and three-step-interview (TSI) in enhancing students’ writing process in foreign language setting.International Journal of Language & Linguistics, 6(4), 145-150. Retrievedfromhttps://doi.org/10.30845/ijll.v6n4p18.
Harmer, J. (2007). The practice of English language teaching. United Kingdom: Pearson Education Limited.
Hasan, M. K., &Akhand, M. M. (2011). Approaches to writing in EFL/ESL context: Balancing product and process in writing class at tertiary level. Journal of NELTA, 15(1-2), 77–88.
Herlisya, D., & Wiratno, P. (2022). Having Good Speaking English through Tik Tok Application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191–198. https://doi.org/10.54012/jcell.v1i3.35
Karatay, H. (2015). Process-based writing models: 4+1 planned writing and evaluation model. International Periodical for The Languages, Literature and History of Turkish or Turkic, 6(3). 1029-1047.
Karim, R, A., Abu, A. G., & Khaja, F, N, M. (2016). Brainstorming approach and mind mapping in writing activity. English Education International Conference, 1(2), 423-429.
Khaki, M., &Heidari, T. H. (2021). Assessing the effect of direct and indirect corrective feedback in process-based vs product-based instruction on learners’ writing. Language Teaching Research Quarterly, 21(35-53). 36-53.
Khusniyah, N, L. (2019). Improving descriptive writing ability through mind mapping. Research and Innovation in Language Learning, 2(1). 75-84.
Marashi, H., &Kangani, M. (2017). Using concept mapping and mind mapping in descriptive and narrative writing classes. Journal of Language and Translation, 8(2), 93-106.
Martínez, J., López-Díaz, A., & Perez, E. (2020). Using process writing in the teaching of English as a foreign language. RevistaCaribeña de InvestigaciónEducativa (RECIE),4(1), 49-61. https://doi.org/10.32541/recie.2020.v4i1.pp49-61.
Mehr, H, S. (2017). The impact of product and process approach on Iranian EFL learners’ writing ability and their attitudes toward writing skill. International Journal of English Linguistics, 7(2), 158-166. http://dx.doi.org/10.5539/ijel.v7n2p158.
Nabhan, S. (2016). The process approach to improve students’ writing ability in English education department University of PGRI Adi Buana Surabaya. Jembatan Merah, 13, 1–15.
Nurchurifiani, E., Nissa, R. N., & Febriyanti, F. (2021). Improving Students’ Vocabulary Mastery Through the Keyword Technique At The Tenth Grade of SMAN 2 Tulang Bawang Tengah. Journal Corner of Education, Linguistics, and Literature, 1(2), 139–147. https://doi.org/10.54012/jcell.v1i2.28
Palpanadan, S. (2014). Comparative analysis of process versus product approach of teaching writing in Malaysian schools: Review of literature. Middle-East Journal of Scientific Research, 22(6), 789-795.
Pradasari, N. I., &Pratiwi, I. (2018). Mind mapping to enhance students’ writing performance. Linguistics, Literature and English Teaching Journal, 8(2), 130-140.
Samsudin, Z. (2016). Comparing the process approach with the product approach in teaching academic writing to first-year undergraduates. The Asian Journal of English language and Pedagogy, 4, 84-104.
Sermsook, K., Liamnimitr, J., &Pochakorn, R. (2017). The impact of teacher corrective feedback on EFL student writers' grammatical improvement. English Language Teaching, 10(10), 43-49.
Suyanto, A. (2010). The Effectiveness of Mind Mapping to Teach Writing Skill Viewed from Their IQ. Thesis. English Education Department of Graduate School, SebelasMaret. University of Surakarta.
Tiwari, D. (2005). Encyclopedia of modern methods of teaching 7. New Delhi: Crescent.
Williams, J., D., (2003). Preparing to teach writing: Research, theory, and practice (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
Wyrick, J. (2011). Steps to writing well. (11th ed). New York: Lachina Publishing.
Yunus, M. M., &Chien, C. H. (2016). The use of mind mapping strategy in Malaysian University English Test (MUET) writing. Creative Education, 7, 619-626. http://dx.doi.org/10.4236/ce.2016.74064.
Zhang, Y. (2018). A contrastive study on the application of mind maps in argumentative writing instruction for EFL learners. English Language Teaching. 11 (12). 93-100.
Published
2022-06-22
How to Cite
As-shidiqi, A. R., ., F. and Sukirlan, M. (2022) “IMPROVEMENT TO STUDENTS’ ACHIEVEMENT IN PROCEDURAL TEXT COMPOSITION THROUGH PROCESS APPROACH-BASED MIND MAPPING EMPLOYMENT”, Inspiratif Pendidikan, 11(1), pp. 64-77. doi: 10.24252/ip.v11i1.27912.
Section
Artikel
