Schwartz in Aisyah, the instructional procedures of using mapping technique are as following
24
: a.
The target word is identified and placed in the center of the graphic organizer. b.
The related word to which the target word given belongs is identified and linked from the target word.
c. The students are asked to look for the related word with the word given.
d. The students make the list of their new words in the arrow given.
e. The new words to which the target word given belongs is identified and
linked from the center. There are some points the writer should consider in doing mind map, they
are
25
: a.
Write down all ideas as soon as they come to you on a piece of paper, b.
Take down on a centre of page about the topic, c.
Decide main idea related to what you have been written before, d.
Make line for each of your main idea, e.
List sub-points under each main idea related to it, f.
Check your mind map and try to eliminate the point that you will not explain it,
g. Arrange the main idea and develop them in your writing.
4. The Advantages and Disadvantages of Mind Mapping
There are some benefit of using mind mapping in someway, as defined by Windura in Joko Suprianto the advantage of using this strategy is enabling
students to visualize the ideas which make them easy in exploring what they think. Moreover, it also activates the students’ right brain because mind map
consists of some pictorial information
26
. Besides, Tony Buzan explains the advantages of mind mapping as follows:
a. They automatically utilize all the creative thinking skills.
24 25
Mark Anderson, Kathy Anderson, Text Type in English 1, South Yara: MacMillan, 1997, p.148
26
Loc. Cit. p. 185
b. They generate ever-increasing mental energy as the student moves towards
his or her goal. c.
They allow the students to view a great many elements all at once, thus increasing the probability of creative association and integration.
d. They enable the brain to hunt out ideas which normally lie in obscurity on the
periphery of his or her thinking e.
They increase the probability of gaining new insights. f.
They reinforce and butter the incubation process, increasing the ability of the generation of new ideas.
g. They encourage playfulness and humor, thus increasing the probability of the
students straying far from the norm and producing a truly creative idea
27
. In addition, Buzan states in the other book that there are several
advantages over the linear form of note taking as follows
28
: a. The centre or main idea is more clearly defined.
b. The relative importance of each idea is clearly indicated. More important ideas will be nearer the centre and less important ideas will be near the edge.
c. The links between the key concepts will be immediately recognizable because of their proximity and connection.
d. As a result above, recall and review will be both more effective and more rapid.
e. The nature of the structure allows for the easy addition of new information without messy scratching out or squeezing in, etc.
f. Each map made will look and be different from each other map. This will aid
recall. g. In the more creative areas of note making such as essay preparations etc, the
open-ended nature of the map will enable the brain to make new connections far more readily.
However, mind map has several disadvantages, they are: it operates against the way in which the brain works. Each time an idea is thought of it is put
27
Tony Buzan, Barry Buzan, The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain’s Untapped Potential, London: BBC Worldwide limited, 1993, p.164
28
Tony Buzan, Use Your Head, London: Book Club Associates, 1984, p. 91-92.
on the list and forgotten while a new idea is searched for
29
. In addition, it cannot be digitally stored other than as a scanned document and map size is limited
30
.
D. Previous Study
There are many researches done related to this study with the same theme or problem. In this sub-chapter, researcher discuss three related study
briefly, they are: First of all, the study is conducted by student’s of UIN Syarif
Hidayatullah Jakarta by the title “Using Mind Mapping in Teaching Descriptive Writing An Experimental Study at the First Grade of Private Junior High School
Riyadlul Jannah Bogor” written by Arif Prayogo
31
. The objectives of the study are to know the use of Mind Mapping strategy in teaching descriptive writing.
Experimental study is the design of this study which is use two classes in conducting the research by using equivalent control group design. It is one class
uses as control class and the other one as treatment class. The techniques used to collect the data are: observation, questionnaire, documentation, and test.
Afterward, to know the difference of both control class and treatment class, the researcher use t-test to gather the data. In this study researcher found that mind
mapping is adequate success in teaching writing descriptive text. It can be seen from the research result that t-score higher than t-table t
o
t
t
= 2,015,1 2.68. From the research above, the writer finds some differences and
similarities thing with the writer study. The differences are on research design and place and subject of the study. While the similarities are the strategy of teaching
writing mind map, descriptive text as the material, and the technique of collecting data such as; observation, interview, and test.
29
Ibid., p. 93
30
T. K. Tee, Buzan Mind Mapping: An EfficientTechnique for Note-Taking, World Academy of Science, Engineering and TechnologyInternational Journal of Social, Management,
Economics and Business Engineering Vol:8 No:1, 2014, p. 29
31
Arif Prayogo, Using Mind Mapping Strategy in Teaching Descriptive Writing, An Experimental Study at the First Grade of Private Junior High School Riyadlul Jannah Bogor,
Skripsi, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2009.
The next related research is under the title The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia. This
research is written by Riswanto and Pebri Pradika Putra, students of State Institute of Islamic Studies IAIN, Bengkulu, Indonesia
32
. The main object of the study is to find out whether the strategy of mind mapping effective in improving the
students writing achievement. The first year of SMAN Bengkulu was the subject of the study with 234 student’s population and 66 students as the sample. Two
classes use in this study which consist of 33 students in each. Experimental study with non-equivalent study is the design of this research. The data were collected
from written test. In obtaining the data, researcher use t-test as the formula. The result of the study shows that there was a significant difference on students
writing achievement which is taught by mind mapping strategy. It can be seen through the result of quantitative formula that t obtained t table 2.7 2.0. It
means that Mind Mapping strategy improved students writing achievement. The research above has some similarities and difference with writer’s
study. The similarity is Mind Mapping as the strategy which chosen in teaching writing subject. Whether the difference are the design of the research, the sample
of the study, the place of the study, the material chosen by the writer is descriptive text, the technique in collecting the data are observation, documentation,
interview, and test. The last related study is Developing Students Writing Descriptive Text
By Using Mind Mapping Strategy A Classroom Action Research at the Seventh Grade Class VII.A SMP Al-Fajar Kedaung, Tangerang written by Neneng
Qofiah, student of State Islamic University UIN Syarif Hidayatullah
Jakarta
33
.The aim of the study is to find out whether the strategy of mind mapping can improve students writing ability in descriptive text. The method used by the
researcher is Classroom Action Research adopted from Kurt Lewin which is use two cycles in her study. The sample of the study is the seventh grade student class
VIIA Junior High School. Questionnaire, interview, and test are the instrument in
32
Riswanto and Pebri Pradika Putra, The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia, State Institute of Islamic Studies, Bengkulu, 2012.
33
Neneng Qofiah, op.cit.,
