b. Qualities of Thinking Maps
According to Hyerle 2011:10, there are five qualities of Thinking Maps:
1. Consistent
The symbol in each map has a unique but consistent form that visually shows the cognitive skill being defined. As the example, the Flow Map
is started with one box and one arrow. 2.
Flexible The cognitive skill and the graphic in each map are flexible in form.
The map can grow and be configured in complexity. 3.
Developmental Because of the consistent and flexible graphic, the learners of any age
may begin with a blank sheet of paper and expand the map to show their thinking. Even over time, the map can expand to fill a whole
page. 4.
Integrative The maps can be used and integrated together. As the example, the
Tree Map and Flow Map Multiple Thinking Maps can be used during the phases of the writing process. Moreover, the maps can be used
deeply within and across content areas. 5.
Reflective The maps unveil what and how one is thinking in patterns. The learner
can reflect on the pattern of content.
c. Significances of Using Thinking Maps
There are many advantages of using Thinking Maps in the classroom. One of the advantages is that Thinking Maps are simple to use.
Because the graphics of Thinking Maps are flexible and consistent, it makes Thinking Maps simple to use and appropriate for learners of all
ages, abilities, and curriculum areas. Thinking Maps are the creation of visual language that is cross-curricular and cross grade-level. Based on the
research conducted, it is known that Thinking Maps have an impact at various level of study. At one level, they can be used to develop basic
skills in Maths, Reading, Writing, etc. For another level, Thinking Maps helps students in improving higher order thinking skill HOTS. It is
supported by Alikhan 2014:3 who said that Thinking Maps can be used across grade levels, content areas, and disciplines so that students may
learn more effectively and efficiently. These maps often help promote reading comprehension, the writing process, problem solving, and thinking
skills Winfield, 2012. From the explanation above, it can be inferred that Thinking Maps
are also particularl y good for improving the quality of a learner‟s writing.
It is proven that Thinking Maps are effective in teaching learners how to develop and use a range of thinking process.
The quality of students‟ writing is considered to improve as through the use of Thinking Maps,
writing becomes more fluent and organized. Students will be easily
generating ideas as thinking becomes effective and dynamic. Also, through the use of Thinking Maps, the students will become more creative.
In addition, Thinking Maps improve s students‟ motivation and
make the students become more confident and more independent learners. It then makes students become more engaged with learning and improve
the teaching and learning. Further, it leads the learners‟ achievement and
attainment levels improve. To conclude, Thinking Maps provide several benefits for the
learners such as simple to use and appropriate for learners of all ages, abilities, and curriculum areas, improve the quality of students‟ writing,
and improve students‟ motivation so that the students become more
confident and more independent learners. Therefore, Thinking Maps are going to be used as the effective tool to help the learners in learning
writing.
d. The Use of Thinking Maps in writing
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