In this study, Tony Buzan 2006 explains that a mind mapping is a powerful graphic technique which provides a universal key to unlock the potential
of the brain. It harnesses the full range of cortical skills - word, image, number, logic, rhythm, color and spatial awareness - in a single, uniquely powerful
manner.
b. Advantages of Mind Mapping
Mind mapping is a good tool for students in writing. Brendan O’Keefe 2009 mentions the benefits of mind mapping in teaching learning activities
briefly, as follows: 1
help to clarify thoughts 2
simplify complex ideas 3
memorize information 4
allow you to be creative so you will not get as bored as easily He 2009 also provides some evidence to deal with mind mapping:
1 improved concentration
2 staying on task for longer periods of time
3 improved questioning and answering during class discussion
4 becoming more self-reliant on their own resources
5 improving independence
c. How to Make A Good Mind Mapping
Vanessa Steele arranges six steps to make mind mapping with students, they are choosing a topic, note making, feedback, organizing mind mapping,
writing and continuation 2005.
1 Choosing a topic
Choosing a topic is a starting step to begin with mind mapping. In this study, traditionally, students are given a topic to write on by the teachers.
However, with certain classes, students may prefer to nominate the topic themselves Vanessa Steele, 2005.
2 Note making
After choosing a topic, teachers encourage students to close their eyes and think about it for a minute or two. Then, they have two minutes in which to note
down their ideas. If they do not know a word in English, they can write it in L1 at this stage, as dictionaries or too much teacher intervention tend to halt and inhibit
the creative flow Vanessa Steele, 2005. 3
Feedback The next stage, in which the teacher makes a collective mind map on the
board, is optional, but is useful for students who are new to the idea of mind maps, or for weak classes. It is also in this feedback stage that any remaining
language problems can be ironed out. As the teacher elicits students ideas, and reformulates expressions or corrects, students will learn how to express their ideas
in English. Such personalization is said to aid vocabulary learning Vanessa Steele, 2005.
4 Organizing mind mapping
In the next stage the students organize their mind maps into a linear format to decide the best way in which to present their points. They should first think
about the overall structure as this helps to clarify their writing. This can be done in
