Mind- Mapping in Teaching Writing for Preparatory Intensive Program Students at Kolej Profesional...

8/12/2019 Mind- Mapping in Teaching Writing for Preparatory Intensive Program Students at Kolej Profesional Mara Bandar Penawar

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MIND- MAPPING IN TEACHING

WRITING FOR PREPARATORY

INTENSIVE PROGRAM STUDENTS A

KOLEJ PROFESIONAL MARA BANDA

PENAWAR

HEMMA A/P RASASOOKOLEJ PROFESSIONAL MARA BANDAR PENAW


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BACKGROUND OF THE STU

Preparatory intensive program (PIP) is a 14-week course condu

Kolej Profesional Mara Bandar Penawar

The main objective of this program is to provide intensive studie

achievers in their SPM and offer them with basic knowledge in

Mathemathics, Islamic Studies and Informational Technology

The students, however, need to score a minimum of 50% in eac

in order for them to pass the requirement for further study at dip

level.


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STATEMENT OF PROBLE

Difficulties in writing descriptive essay

Students are not aware of pre-writing activities

They are unable to put their ideas into words because thestudents have limited vocabulary and they also facedifficulties in organizing their essay.

Body paragraphs are not evident where their ideas will bescattered everywhere in their essay

Their essay lack of focus and the paragraphs lack ofdevelopment or connection to the topic


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CONCEPTUAL FRAMEWO

Mind-mapping

Techniqueby TonyBuzan(2005)

TeachingDescriptiveWriting

to organizetheir

writing

paragraphing

related main ide

appropriatesupporting deta

to enhancetheir

vocabularyadjectives


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WHY MIND MAP?

Mind maps engage both sides of the brain because their imacombination with words, number and images.

The left brain focuses on logic and word whereas, right brain

on images.

This will help the students to remember things better and als

enhance their writing skills in vocabulary and organization of an Students find it difficult to remember the rules for writing but by

mind map technique this could be overcome.

Mind maps are the thinking tool to unlock your brain power

they reflect the internal mind maps of your brain (Tony Buz

2005).


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How I spend my holiday

Holidays are always welcome. Who can deny that? After a term

work, one eagerly looks forward to the holidays and yearns for th

when the holidays come, many find it boring. After the first flush is

many find it hard to spend time. It is all because they don't plan fo

holiday.

It may be quite useful to plan for a holiday. But how one is going t

them depends on one's facilities. As for me I cannot afford to spe

on long trips visiting places and seeing things. Still I plan always fholidays. The following is one such plan.


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MY HOLIDAY PLANNER


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OBJECTIVESThe purpose of this study is to examine the influence of mind mapping toward

descriptive essays among students in Preparatory Intensive Program at Kolej Mara Bandar Penawar.

Specifically, the study is conducted to fulfill the following objectives:

1. To discover whether mind-mapping technique helps students to:

a) Organize their writing better.

b) Enhance their vocabulary level in terms of adjectives

2. To investigate students perceptions of using mind mapping technique in:

a) Organizing descriptive essays writing

b) Enhancing vocabulary for writing descriptive essay


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RESEARCH DESIGNPretest

The students were given two sheets of paper. One sheet was for them to scribble and a

for them to write their essay. The topic given was the place that I wish to visit. They weand 30 minutes to write an essay on the given topic. They need to write not less than 25

Treatment

After conducting the pretest, the researcher provided a 6-day treatment in teaching mind

technique for writing descriptive essay. On the first day, the researcher taught on writin

essay. The next day, the researcher taught mind-mapping technique in writing desc

following days the researcher taught on each types of descriptive essay as describinand events. Finally, on the last day of treatment, the researcher taughtmind-mapping

the students really understand the lesson that had been taught.

Posttest

The lecturer gave the students another topic my role model and asked them to write an

the topic given. The same procedures followed as in pre-test. The word limit is not less t

The students were provided with two sheets as one for them to scribble and another she


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FINDINGSStudents Pretest Posttest Margin of improvementStudent 1 13 14 1Student 2

9.5

11

1.5

Student 3 11 11.5 0.5Student 4 11 13.5 2.5Student 5 13 14.5 1.5Student 6 10 12 2Student 7 10 10 0Student 8 12 11.5 -0.5Student 9 11 10.5 -0.5Student 10 7.5 12 4.5Student 11 9 9.5 0.5Student 12 11.5 12 0.5Student 13 11.5 10.5 1Student 14 11 12 1Student 15 10.5 13 2.5Total 161.5 177.5 16


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FINDINGSRQ 1: To discover whether mind-mapping technique helps students in organization of w

enhance vocabulary. ORGANIZATION

The mean difference of pretest and posttest was 10.77 - 11.83 = 1.06. Even though the mea

too high but there was an improvement.

The students showed improvement in terms of paragraphing where their paragraphs were l

in terms of information and ideas; there were clear progressions throughout the essa

Apart from that, their essay was well developed and logically organized around an appr

consistent focus.

Composition included an introductory paragraph with an engaging first sentence follow

sub-topics.

Each body paragraph offered a topic sentence and provided many concrete details an


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FINDINGS

VOCABULARY

The result showed that, there was a difference in number of adjectives used

students in the pretest and posttest.

The mean difference of the number of adjective used in this two test was 9.9

3.2.

There was an improvement showed by the students in posttest result.

The students used a sufficient range of vocabulary to allow some flexib

precision meanings.


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Describe your

mother

Describe your mother

Fat

Fair

Tall

Beautiful

ResponsibleHardworking

Mymother

Personality:

Hardworking

ResponsibleLoving

Honest

Strict

Physicalappearance:

Height: tall

Weight: fat

Complexion: fair

Eyes: big, round

Hair: long andcurly

Hobbies:

Cooking

Gardening

Travelling


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FINDINGSRQ 2: To investigate students perceptions of using mind mapping te

organization of writing and enhance vocabulary

ORGANIZATION

As for organization, the findings from the questionnaire verified that 86%

students agreed that mind maps helped them in organizing their es

writing.

The students stated that, mind maps helped them in terms of paragrap

where they were able to identify main ideas for the topic given.

Once they identified the main ideas, then they would write down the sup

details for each main idea.

This result was further validated from the interview sessions. Both the st

were interviewed stated that mind maps helped them in their writing proc


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FINDINGSVOCABULARY

As for vocabulary, the result from the findings verified that, 83.33% of

agreed that mind map helped them to enhance vocabulary.

The students stated that they were able to improve their L2 vocab

mind maps helped them to recall vocabulary related to a topic thaabout and try to remember the words.

This result was further validated from the interview session, where bo

students agreed that mind mapping technique helped them in terms o

enhancing remembering the vocabulary.


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PEDAGOGICAL IMPLICATIO

Firstly, it is crucial for teachers to realize that students could benefit greatly u

maps in teaching writing regardless of their age and gender. Since most of t

related to the teaching of writing using mind maps was done on students in s

school, teachers should think of ways to how successfully implement this

to tertiary level.

There are varieties of mind-maps; teachers need to identify the best mind-

technique that will suit the students. The approach might differ accordingstudents proficiency, age, gender, and subject matter.

The syllabus and curriculum should emphasize on prewriting activities

syllabus should be designed by allocating enough time for implementing min

technique in writing process


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THANK YOU


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