Advantages of Mind Mapping How to Make A Good Mind Mapping

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 groups or as a class with the teacher leading the discussion Vanessa Steele, 2005. 5 Writing Students should then begin to write their compositions, working in pairs if they wish. After two paragraphs, they should exchange their compositions, so they become readers of each others work. This allows for feedback, and possible re- writing. Once they have finished, they should again exchange their texts. This gives their texts a communicative purpose, as well as developing an awareness of the fact that a writer is always producing something to be read by someone else, rather than for the display of writing alone Vanessa Steele, 2005. 6 Continuation Once students are familiar with the idea of making mind maps, they can be encouraged to use this skill for further writing activities. It is a useful technique and often improves the clarity and organization of student texts Vanessa Steele, 2005. In this study, the writer uses mind mapping as the media to write to eighth grade students of SMPN 1 Kalikotes, Klaten. Mind mapping is an excellent tool to get an interesting learning activity use mind mapping.

B. Theoretical Framework

In designing a set of English instructional materials using pictures to teach writing to the seventh grade students of SMP 2 Klaten, the combination of the two models of materials design discussed in the Theoretical Description are used. Two models are combined to make a framework or guideline to construct the materials. The steps are elaborated as follows. 1. Conducting needs survey Yalden’s Yalden’s Needs Survey is used as the first step. The first step, interview with the English teacher of SMPN 1 Kalikotes Klaten was conducted. The second, the writer distributed the questionnaires for the English teachers and the eighth grade students of SMPN 1 Kalikotes Klaten. This data was to help the writer to design the materials to the eight grade students of SMPN 1 Kalikotes Klaten. 2. Stating goals, topics, and general purposes Kemp’s This step is aimed to determine the intended goals instructional materials design. After stating the goals, the topic should be listed as the scope of the course and basic needs for the instruction. Then, the topic should express the general purposes as what the students generally expect to learn as the result of instruction. 3. Stating the learning objectives Kemp’s The students will make great effort if the teacher has stated specified objectives on terms of activities that will best promote learning. Stating objectives will make the teachinglearning activities perfect. 4. Listing the subject contents Kemp’s This step is aimed at listing the subject contents in order to clarify the learning objectives.