AN ANALYSIS OF MIND MAPPING TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILLS AT MA WALISONGO GENDING
Keywords:
Mind mapping, technique, improve speaking, skillAbstract
This study examines the effectiveness of the mind map technique in improving students' speaking skills. In today's globalized world, mastering English is very important, especially since English has been recognized as an international language since 1100. Many Indonesians study English as a foreign language. Speaking is an important component of language acquisition, yet students often struggle with it due to anxiety, limited vocabulary, or poor organization of thought. Mind mapping, a visual method of organizing information, helps students structure their ideas in an organized and creative way, facilitating better verbal expression. The results show that students' speaking skills improved, especially their confidence, suggesting that mind mapping is an effective strategy for language teachers to improve speaking skills. This study used a classroom action research approach (PTK) to help teachers evaluate and reflect on various aspects of teaching and learning and implement strategies for improvement. The purpose of this study is to find out whether the mind mapping technique can improve students' speaking skills with a particular focus on students at MA Walisongo Gending.
References
Abbas Pourhosein Gilakjani, A. P., & Sabouri, N. B. (2016). Learner’s Listening Comprehension Difficulties in the English Language. Canadian Center of Science and Education, 9(6), 123–133.
Budd, J. W. (2004). Mind Maps as Classroom Exercises. The Journal of Economic Education, 35(1), 35–46.
Buzan, Tony. (2012). Buku Pintar Mind Map. Jakarta: Gramedia.
Estiningrum, D. (2015). Using Talking Chips to Improve VIIA Students’ Speaking Skill at SMPN 1 Trucuk in the Academic Year of 2013/2014. Yogyakarta: Yogyakarta State University.
Ferry, F. K. (2017). Improving the Students' Speaking Skill by Using Mind Mapping Technique at Universitas Bina Darma. ELTE Journal (Journal of English Language Teaching & Education), 5(1).
Knight, K. (2018). Mind Mapping: Improve Memory, Concentration, Organization, Creativity, and Time Management. Educational Media and Technology Yearbook.
Mirza, A. (2017). The Use of Mind Mapping Strategy to Improve Students' Speaking Ability (Doctoral dissertation, UIN Ar-Raniry Banda Aceh).
Nunan, D. (2003). Practical English Language Teaching. Boston: McGraw-Hill.
Rao, P. (2019). The Importance of Speaking Skill in English Classrooms. Alford Council of International English & Literature Journal (ACIELJ), 6.
Shahab, S. (2019). Keunggulan Mind Mapping dalam Proses Belajar. Retrieved from http://kinibisa.com/artikel/detail/learningskills/subdetail/mindmapping/read/keunggulan-mind-mapping-dalamproses-belajar.
Sholeh, A. (2016). Metode Mind Mapping untuk Meningkatkan Kemampuan Presentasi Lisan Mahasiswa Pendidikan Bahasa Inggris Universitas Kanjuruhan Malang. Jurnal Inspirasi Pendidikan Universitas Kanjuruhan Malang, 1(1), 142–152. https://doi.org/10.21067/jip.v3i1.358.
Sulastri. (2020). Improving Students’ Speaking Skill by Mind Mapping Strategy. Lang Edu Journal, 9(2), 1–12.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Hanhhien High School. 3(2), 8–23.
Welianto, A. (2020). Kenapa Bahasa Inggris Jadi Bahasa Internasional? Available at https://www.kompas.com/skola/read/2020/02/29/140000369/kenapa-bahasainggris-jadi-bahasa-internasional- Retrieved on February 29, 2020.
Syakur, A., Sulistyaningsih, S., & Musyarofah, L. (2024). The Perceptions Between Javanese and Madurese Speakers Towards Their Dialects in English Conversation. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 11(1), 56–72.
Yasin, M. I., Fikri, M. H., Sudrajad, W., Syakur, A., Ananto, G. D., & Jauhari, I. (2024). Improving Students' Speaking Ability through Picture at Junior High School. International Journal of Sustainable English Language, Education, and Science, 1(1), 27–34.
Fikri, M. H., Yasin, M. I., Sudrajad, W., Syakur, A., Azizah, L. N., Jauhari, I., & Ananto, G. D. (2024). The Effectiveness of Using Think Aloud Strategy on Students’ Reading Achievement in Narrative Text. International Journal of Sustainable English Language, Education, and Science, 1(1), 8–13.
Fikri, M. H., Syakur, A., & Sholihah, D. A. (2024). “I Want to Speak Like Native”: A Narrative Inquiry on a Student’s Beliefs of Global Englishes. Journal of Qualitative Research in Language Education, 1(1), 1–7.
Sudrajad, W., Sulistyaningsih, S., & Ulfa, F. (2023). Increasing Students' Ability to Write Descriptive Text Using the Brainstorming Method. International Journal of English and Applied Linguistics (IJEAL), 3(2), 109–118.
Syakur, A., Sudrajad, W., Winurati, S., & Tilwani, S. A. (2023). The Motivation of Students and Their Exposure to Learning Loss After the Pandemic. Studies in Learning and Teaching, 4(3), 622–633.
Yasin, I. (2021). Students' Perception Toward the Use of Zoom for Teaching Speaking. Language-Edu, 10(6).
Tambunan, A. R. S., Lubis, F. K., Sari, W. S., Andayani, W., & Fikri, M. H. (2023). Representation of Irony in WhatsApp Group Chat. Lire Journal (Journal of Linguistics and Literature), 7(1), 43–55.
