scholarly journals AN ANALYSIS OF STUDENTS’ READING SKILLS BY USING MIND MAPPING TECHNIQUE

2020 ◽  
Vol 3 (2) ◽  
pp. 237
Author(s):  
Ivan Asep Supriadi ◽  
Elva Utami ◽  
Melati Melati
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
English Language ◽  
Reading Skills ◽  
Mapping Technique ◽  
Teaching Reading ◽  
Mind Mapping ◽  
Mapping Techniques ◽  
The Mind ◽  
Learning English

Although reading has been learned by students since they start to learn the English language but it still becomes the most difficult skill to be acquired than speaking, writing, and listening. It is a possibility caused by the students have a limitation of knowledge about reading roles, different learning styles, lazy to read, and low motivation for effective reading because of a too-long passage and different types of text. Therefore, students must be serious to acquire this skill. In this article, the writers would like to introduce a suitable approach for teaching reading using mind mapping techniques. The results of the data, the researcher concludes that the students’ have some difficulties in identifying reading skills and understanding the mind mapping, many of the students have difficulties in this factor because the result shows a high number of percentage give the answer very not good and not good. The last is the result of learning English, most of the students have enough understood about teaching and learning English. After reading this article, the writer expects that this article can help English teachers to apply suitable approach for teaching reading of English texts.

scholarly journals THE EFFECTIVENESS OF MIND MAPPING TECHNIQUES IN COUNSELING OF ENHANCEMENT ABILITY MEMORY STUDENTS IN LEARNING

Ta dib ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 131
Author(s):  
Irman Irman
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Group Data ◽  
Mapping Techniques ◽  
The Mind ◽  
Academic Year ◽  
Experimental Group

This paper aims to explain the effectiveness of mind mapping techniques in counseling to improve students’ memory ability in learning. This research uses experimental design, especially pretest-posttest control group designs. The population of this research is the second semester students of Department of Islamic  Communication and Broadcasting of  FUAD IAIN Batusangkar Academic Year 2018/2019. The sample size was 12 students, consisting of an experimental group and a control group. Data analysis used independent t test through the SPSS computer program. release 20. The results of the study indicate that the mind mapping technique in counseling is effective in improving students' ability to remember lessons. These findings can be used as an alternative by lecturers and students to overcome students’ problems to remember the lessons in learning.

scholarly journals The Effect of Mind Mapping Techniques on Writing Skill of Procedure Text for Students Class VII MTsN Model Sungai Penuh, Jambi Province, Indonesia

2020 ◽  
Vol 9 (2) ◽  
pp. 34-37
Author(s):  
Ria Agustina
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Total Sample ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Average Value ◽  
Quasi Experimental ◽  
Procedure Text ◽  
Mapping Techniques ◽  
The Mind

This study aims to explain the influence of mind mapping techniques on writing procedure text skills. Theories that become the reference in this study are from Harsianti and Penguin, which are about the text of the procedure, the Deporter's opinion on the Mind Mapping Technique. This study uses a quasi-experimental method with factorial design. The populations in this study were all students of class VII MTsN Model Sungai Penuh, with the amount of the students are 122 students, with a total sample of 61 students consisting of 31 students of class VII.A and 30 students of class VII.B. The sampling technique is random sampling. Based on the analysis of the data obtained by the results of research that is mind mapping techniques are appropriate for learning in writing procedures for text writing procedures for students of class VII MTsN Model Sungai Penuh because with these techniques can improve students' skills in imagination and concentration as evidenced by the average value of class students the experiment was higher than the control class and statistical analysis showed F-count 108.9 > F table 20.60. 

scholarly journals Efektifitas Mind Mapping Dalam Pembelajaran Kosakata Bahasa Jepang Pada Pemelajar Tingkat Dasar

2012 ◽  
Vol 6 (1) ◽  
pp. 67
Author(s):  
Rosita Ningrum
Keyword(s):  
Language Learners ◽  
Research Result ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Learning Techniques ◽  
Post Test ◽  
Mapping Techniques ◽  
The Mind ◽  
Basic Level

Article clarified the research entitled 「「初級学習者における日本語の語彙学習においてのマイ ンド・マッピングの効果」which were translated as "The Effectiveness of Mind Mapping In JapaneseVocabulary Learning for A Basic Level Learners". In previous studies, mind mapping was tested on reading skill, but for this research it was focused on vocabulary with the assumption that the language learners usually got difficulties in learning both languages. Technique of mind mapping was tested on a two-semester student to find out the effectiveness of its techniques in learning Japanese vocabulary. This research used experimental methods. This design involved two groups of subjects. One group, as experimental group, was given the mind mapping learning technique, and the other group (the control group) was treated with the conventional learning techniques. Data were taken in two ways, the quantitative method was using instrument in the forms of pre test and post test on both sample class. The qualitative method applied interview to complete the descriptive data analysis. Then, the pre test and post test data were analyzed by measuring the normality of data and test-t to know to what extent the effectiveness of mind mapping techniques was successfully applied to the sample. To strengthen those results, the outcomes of interview was transcribed to see the sample’s responses in line with mind mapping techniques to the study of Japanese vocabulary. The research result indicates that mind mapping technique is proven more effective in learning Japanese vocabulary compared to the conventional way.

scholarly journals Upaya Meningkatkan Daya Ingat Tentang Materi Keseimbangan Lingkungan Dengan Menerapkan Teknik Mind Mapping

2021 ◽  
Vol 4 (1) ◽  
pp. 114-127
Author(s):  
Siti Rochanah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Activities ◽  
Mapping Technique ◽  
Educational Values ◽  
Mind Mapping ◽  
Learning Cycles ◽  
Environmental Balance ◽  
Mapping Techniques ◽  
The Mind

This study aims to determine whether nor not there is an increase in the memory of the Environmental Balance material through the application of Mind Mapping techniques to students of Class 4-C SD Negeri Kendangsari I/276 Surabaya, and to determine how much the increase in the memory of the Environmental Balance material through the application of Mind Mapping techniques to students. Class 4-C SD Negeri Kendangsari I/276 Surabaya. This research was conducted to overcome the problem of low memory experienced by students of Class 4-C SD Negeri Kendangsari I/276 Surabaya. Therefore, the author as a teacher in the class tries to apply the Mind Mapping technique which focuses on student learning activities in order to get educational values, knowledge in learning and maximum memory. The action research was carried out in two learning cycles and, based on the exposure to the results of the research and discussion, it can be concluded that there is an increase in the memory of the Environmental Balance material through the application of Mind Mapping techniques in Class 4-C students of SD Negeri Kendangsari I/276 Surabaya. Improved memory of Environmental Balance material through the application of Mind Mapping techniques in Grade 4-C students of SD Negeri Kendangsari I/276 Surabaya an average of 25%

scholarly journals Effectiveness of Teaching through Mind Mapping Technique

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Nikhilkumar D. Parikh
Keyword(s):  
Traditional Method ◽  
Teaching Method ◽  
Average Score ◽  
Mapping Technique ◽  
Control Group ◽  
Test Case ◽  
Mind Mapping ◽  
Mapping Techniques ◽  
And Gender ◽  
The Mind

This Present research through mind mapping techniques has been done to check the effectiveness of teaching. For this the researcher has used Tony buzan’s mind mapping technique to check the effectiveness of teaching through mind mapping. This is why the main purpose of the research – the effectiveness of mind mapping technique was checked in relation to the student’s academic accomplishments and for which class-8th Social Science Subject’s case study for mind mapping was designed. Under this study the teaching method was taken as Independent variable where as academic accomplishment is taken as dependable variable and Gender was taken as Converter Variable. This research was experimental in nature as to check the effectiveness of the Mind Mapping technique two groups has been created. The experimental group was taught through mind mapping technique and the control group was taught through traditional method. As a sample the researcher had selected the sample of 120 students of Prerna School, a Guajarati medium High-elementary school situated in Sector-6 of Gandhinagar, Gujarat. To check the effectiveness of the mind mapping technique case criteria was formulated. Conclusions were made after getting the T-ratio based upon the average score of the test case, standard deviation and standard error of the average score and the aspect of mind mapping technique were known by the questionnaires filled and it was found that the Mind Mapping technique was more effective than Traditional method.

scholarly journals Comparison of Brainstorming and Mind Mapping Techniques in Argumentation Writing Learning

Curricula ◽  
2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Dina Ramadhanti ◽  
Lirahayu Afdetis Mana
Keyword(s):  
Learning Outcomes ◽  
Experimental Studies ◽  
Student Learning Outcomes ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Effective Learning ◽  
Learning Techniques ◽  
Mastery Level ◽  
Mapping Techniques ◽  
The Mind

<p>Penelitian ini dilakukan untuk membandingkan dua teknik pembelajaran yang efektif digunakan dalam proses pembelajaran menulis argumentasi. Guru memerlukan teknik pembelajaran pembelajaran yang efektif dalam proses pembelajaran menulis argumentasi agar siswa lebih termotivasi dalam belajar dan hasil belajar siswa pun lebih maksimal. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan desain penelitian eksperimen untuk memperoleh data. Sampel penelitian ini adalah siswa kelas X4 dan X5 SMA N 14 Padang. Instrumen yang digunakan untuk mengumpulkan data penelitian ini adalah tes unjuk kerja menulis argumentasi. Hasil penelitian menunjukkan bahwa hasil belajar menulis argumentasi siswa yang diajar dengan teknik <em>brainstorming </em>adalah 79,56 dengan tingkat penguasaan 76—85% berkualifikasi baik, hasil belajar menulis argumentasi siswa yang diajar dengan teknik <em>mind mapping </em>adalah 80,64 dengan tingkat penguasaan 76—85% berkualifikasi baik. Hasil uji statistik menunjukkan bahwa tidak terdapat perbedaan hasil belajar menulis argumentasi siswa yang diajar dengan teknik <em>brainstorming</em> dan teknik <em>mind mapping </em>karena thitung &lt; ttabel yaitu 0,312 &lt; 1,67. Dengan demikian dapat dikatakan bahwa teknik <em>brainstorming</em> dan teknik <em>mind mapping</em> sama-sama efektif digunakan dalam proses pembelajaran menulis argumentasi.</p><p> </p><p>This study was conducted to compare the two techniques used for effective learning in the process of learning to write arguments. Teachers require learning techniques for effective learning in the learning process to write the argument that students are more motivated to learn and student learning outcomes even more leverage. This research is a quantitative study using design experimental studies to obtain data. The sample was graders X4 and X5 SMAN 14 Padang. The instrument used to collect the data of this study is to test the performance of written arguments. The results showed that the learning outcomes of students who are taught to write arguments with brainstorming technique is 79.56 with a 76-85% level of mastery of well-qualified, learning outcomes of students who are taught to write arguments to the mind mapping technique is 80.64 with a mastery level 76-85% well qualified. Statistical analysis showed that there was no difference in learning outcomes of students who are taught to write arguments with brainstorming techniques and mind mapping techniques for tcount &lt;ttable ie 0.312 &lt;1.67. Therefore, can be said that the technique of brainstorming and mind mapping techniques are equally effective are used in the process of learning to write arguments.</p>

scholarly journals PENGARUH TEKNIK MIND MAPPING BERBASIS MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN MENULIS TEKS LAPORAN HASIL OBSERVASI SISWA KELAS VII SMP NEGERI 12 PADANG

2019 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Ummi Fadillah ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Writing Skills ◽  
Discovery Learning ◽  
Mapping Technique ◽  
Learning Models ◽  
Mind Mapping ◽  
Average Value ◽  
Mapping Techniques ◽  
The Mind ◽  
Report Text ◽  
Observation Results

ABSTRACT The purpose of this study is three, namely, first, describing the writing skills of the report text of the observation of class VII students of SMP Negeri 12 Padang before using mind mapping techniques based on discovery learning models. Second, describe the writing skills of the report report observation text of grade VII students at SMP Negeri 12 Padang after using mind mapping techniques based on discovery learning models. Third, describing the effect of mind mapping techniques based on discovery learning models on the writing skills of the report's observation text in grade VII students at SMP Negeri 12 Padang. There are two data of this study, namely the score of the results of the test writing skills in the report text of the seventh grade students of SMP Negeri 12 before and after using the mind mapping technique based on the discovery learning model. Based on the results of the study, it was concluded three things, namely first, the writing skills of the report report observation text of class VII Padang 12 Public Middle School before using the mind mapping technique based on discovery learning models in the Enough qualifications (C) with an average value of 59.51. Second, the report writing skills of the observation results of the seventh grade students of SMP Negeri 12 Padang after using the mind mapping technique based on the discovery learning model are more than adequate (LdC) with an average value of 71.74. Third, there is a significant effect in the use of mind mapping techniques based on discovery learning models on the report writing skills of the observation results of class VII students at SMP Negeri 12 Padang because of the tcount> t table (4.91> 1.70). Kata kunci: Pengaruh, Teknik Mind Mapping, Model Discovery Learning, Laporan Hasil Observasi.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

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