The analytic scoring is the type of scoring which the raters assess the writing by a separated score for each of a number of aspects
Hughes, 2003:100. Those aspects are the content, organization, vocabulary, grammar, etc. The benefit of using this approach is that
this approach tends to be more reliable as it gives more detailed information about students‟ writing ability. However, this approach
takes more time since it has single score in different aspects. Based on the explanation above, the researcher decided to use the
analytic scoring approach to be implemented in her research since the advantages of providing more detailed information about students‟ writing
ability. It facilitated the researcher in analyzing the aspects in which the students are lack.
3. Thinking Maps
This part discusses four main topics; they are the definition of Thinking Maps, qualities of Thinking Maps, significances of using
Thinking Maps, and the use of Thinking Maps in writing,.
a. Definition of Thinking Maps
Thinking Maps can be defined as a set of eight graphic organizer techniques used in education to provide a common visual language to
information structure Alikhan, 2014. Thinking Maps were first developed by David Hyerle, an American independent researcher, author,
and consultant in 1988. According to Hyerle 2000, Thinking Maps are graphic representations of how to organize, analyze, and evaluate what one
reads, writes, or thinks about. The Thinking Maps form a visual language as the representation of our thinking. Thinking Maps are similar to concept
maps which are often used for visualizing complex key concept. Concept maps focus on specific details of a concept. Meanwhile, thinking maps
organize a broader picture Gallagher, 2011. Hyerle 2011 proposed eight types of Thinking Maps. They are:
circle, bubble, double bubble, tree, brace, flow, multi-flow, and bridge. Each of them will be explained in the table below.
Table 2: The Eight Types of Thinking Maps
Types of Thinking Maps Graphic
1. The Circle Map
This map enables the students to generate relevant information about topic which is
represented in the center of the circle. Usually
this map
is used
for brainstorming.
2. The Bubble Map
This map is used for describing using adjectives. It enables the students to enrich
their ability to identify qualities and use descriptive words.
continued ...
... continued
Types of Thinking Maps Graphic
3. The Double Bubble Map
This map is designed for comparing and contrasting between two different things.
It can be used for examining similar and different qualities.
4. The Tree Map
This map enables the students to do both inductive and deductive classification. It is
used by the students to classify things and ideas. Students learn to create general
concept or main ideas at the top of the tree and the specific details or supporting ideas
in the branches below. 5.
The Brace Map This map is designed to analyze the
physical objects. It is used to show the component parts of a physical whole. This
map supports the students understanding of how to determine physical boundaries.
continued ...
... continued
Types of Thinking Maps Graphic
6. The Flow Map
This map is used for showing sequences, order, timeline, cycles, actions, steps,
stages, and directions. 7.
The Multi-Flow Map This map is designed for showing the
causes-effects relationship. The centre is an important event. On the left side of the
event is the causes while on the right side is the effects.
8. The Bridge Map
This map is used for creating and interpreting analogies.
From the explanation above, it can be concluded that Thinking Maps are the representation of our thinking in the form of visual language.
The eight Thinking Maps highlight the cognitive skills such as defining in context, describing qualities, comparing and contrasting, classifying, part-
whole, sequencing, cause and effect, and seeing analogies.
b. Qualities of Thinking Maps
