The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing across Gender Differences and Learning Styles
Keywords:
mind mapping, gender differences, learning styles, argumentative writing
Abstract
The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students’ idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes at the State Islamic Studies (STAIN) in Kediri were selected by a lottery to group 1: using linear notes (N=41), and group 2: using mind mapping (N=41). For analyzing the data, Analysis of covariance (ANCOVA) were utilized by using students’ TOEFL score as the covariate variable. The result findings indicated that there is no significant difference on the students’ idea developments in writing between the control and the experimental groups. These result also revealed that there is no significant difference on the students’ idea development in writing between gender differences, and among the students’ learning styles. Furthermore, there is no significant interaction between treatment and gender differences, and there is no significant interaction between treatment and learning styles.References
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Felder, R.M & Henriques, E.R. (1995). Learning and Teaching Styles in Foreign and Second Language Education. Foreign Language Annals, 28, No. 1, pp. 21-31.
Frederikse, M., Lu, A., Aylward, E., Barta, P., & Pearlson, G. (1999). Sex Differences in the Inferior Parietal Lobule. Cerebral Cortex, 9:896-901, (Online), http://www.genderdifferences.org/research-brain.htm, retrieved on 8 February 2011.
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Holland, B., Holland, L., & Davies, J. 2003/2004. An Investigation into the Concept of Mind Mapping and the Use of Mind Mapping Software to Support and Improve Students Academic Performance. Learning and Teaching Projects 2003/2004, pp 89-94.
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Rabinowicz, T., Petetot, J. MacDonald-Comber, Gartside, P., Sheyn, D., Sheyn, T., & Gabrielle de Courten-Myers. (2002). Structure of the Cerebral Cortex in Men and Women. Journal of Neoropathology and Experimental Neurology, 61(1), pgs. 46-57. (Online), http://www.genderdifferences.org/research-brain.htm, retrieved on 8 February 2011.
Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford University Press.
Reid, J. M. (1995). Learning Styles in ESL/EFL Classroom. Boston: Heinle & Heinle.
Richards, J. C. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press.
Schmeck, R.R. (ed). (1988). Learning Strategies and Learning Styles. New York: Plenum.
Smalley, Regina L., Ruetten, M. K., & Kozyrev, J. R. (2001). Refining Composition Skills: Rhetoric and Grammar (5th ed). Boston: Heinle & Heinle.
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Wallace, B., & Oxford, R.L. (1992). “Disparity in Learning Styles and Teaching Styles in the ESL Classroom: Does This Mean War?” AMTESOL Journal 1: 45-68.
Widiati, U. & Cahyono, B. Y. (2006). The Teaching of EFL Writing in the Indonesian Context: the State of the Art. Jurnal Ilmu Pendidikan, 13(3), pp. 139-150.
Witkin, H.A., & Goodenough, D.R.. (1981). Cognitive Styles: Essence and Origins. Field Dependence and Field Independence. New York: International Universities Press.
Al-Jarf, R. (2009). Enhancing Freshman Students’ Writing Skills with a Mind Mapping Software. Paper presented at the 5th International Scientific Conference, eLearning and Software for Education, Bucharest, April 2009.
Allen, L. S., & Gorski, R. A. (1991). Sexual Dimorphism of the Anterior Commisure and Massa Intermedia of the Human Brain. Journal of Comparative Neurology, 312:97-104, (Online), http://www.genderdifferences.org/research-brain.htm, retrieved on 8 February 2011.
Buzan, T & Buzan, B. (1993). The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain’s Untapped Potential. New York: Penguin Books.
Claxton, C.S., & Murrell, P.H. (1987). Learning Styles: Implications for Improving Educational Practice. ASHE-ERIC Higher Education Report No. 4, Washington, DC: George Washington University.
DePorter, B., Reardon, M., & Singer-Nourie, S. (1999). Quantum Teaching. Translator Ary Nilandari. 2000. Bandung: Kaifa.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
Ellis, R. (2005). Planning and Task- based Performance: Theory and research. In Ellis, R. (Ed.). Planning and Task Performance in a Second Language (pp. 3-34). Amsterdam: John Benjamins.
Felder, R.M & Henriques, E.R. (1995). Learning and Teaching Styles in Foreign and Second Language Education. Foreign Language Annals, 28, No. 1, pp. 21-31.
Frederikse, M., Lu, A., Aylward, E., Barta, P., & Pearlson, G. (1999). Sex Differences in the Inferior Parietal Lobule. Cerebral Cortex, 9:896-901, (Online), http://www.genderdifferences.org/research-brain.htm, retrieved on 8 February 2011.
Gregorc, AF. (1982). An Adult’s Guide to Style. Maynard, MA: Gabriel Systems.
Hartfiel, V. F., Hughey, J. B., Wormouth, D. R., & Jacobs, H. L. (1985). Learning ESL Composition. Rowley: Newbury House.
Holland, B., Holland, L., & Davies, J. 2003/2004. An Investigation into the Concept of Mind Mapping and the Use of Mind Mapping Software to Support and Improve Students Academic Performance. Learning and Teaching Projects 2003/2004, pp 89-94.
Irwandi. (2012). Using Mind Mapping Technique to Improve the Ability of Eleventh Graders of Senior High School 8 Malang in Writing Report Texts. Unpublished Thesis. Malang: State University of Malang.
Kane, M. (1984). “Cognitive Styles of Thinking And Learning: Part One.” Academic Therapy, 19(5): 527.
Kirchner, B. (2009). Mind Map Your Way to an Idea. The Writer, 122(3): pg. 28, (Online), in ProQuest (http://proquest.umi.com/pqdweb/?did=1645450541& sid=2&Fmt=3&clientId=83321&RQT=309&VName=PQD), retrieved on 2 March 2011.
Latief, M.A. (1990). Assessment of English Writing Skills for Students of English as a Foreign Language at The Institute of Teacher Training and Education IKIP Malang Indonesia. Unpublished Ph.D. Thesis. Iowa: Graduate College The University of Iowa.
Langan, J. (2008). College Writing Skills with Reading (7th ed.). Singapore: McGraw-Hill Education (Asia).
Muth’im, A. (2010). EFL Learners’ Ability in Writing Comparison-Contrast Essays. In B. Y. Cahyono (Ed.), Second Language Acquisition and English Language Teaching (pp. 105-115). Malang: State University of Malang Press.
Oxford, R.L., & Ehrman, M.E. (1993). “Second Language Research on Individual Differences.” Annual Review of Applied Linguistics 13: 188-205.
Pasiak, T. (2002). Revolusi IQ/EQ/SQ: Menyingkap Rahasia Kecerdasan Berdasarkan Al-Quran dan Neurosains Mutakhir. Bandung: Mizan.
Rabinowicz, T., Petetot, J. MacDonald-Comber, Gartside, P., Sheyn, D., Sheyn, T., & Gabrielle de Courten-Myers. (2002). Structure of the Cerebral Cortex in Men and Women. Journal of Neoropathology and Experimental Neurology, 61(1), pgs. 46-57. (Online), http://www.genderdifferences.org/research-brain.htm, retrieved on 8 February 2011.
Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford University Press.
Reid, J. M. (1995). Learning Styles in ESL/EFL Classroom. Boston: Heinle & Heinle.
Richards, J. C. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press.
Schmeck, R.R. (ed). (1988). Learning Strategies and Learning Styles. New York: Plenum.
Smalley, Regina L., Ruetten, M. K., & Kozyrev, J. R. (2001). Refining Composition Skills: Rhetoric and Grammar (5th ed). Boston: Heinle & Heinle.
ThinkBuzan. (newsletter@buzans-imindmap.com). February 27, 2013. ThinkBuzan February Newsletter: iMindMap 6.2, Total Recall. E-mail to Ary Setya Budhi Ningrum (ary_oyesip@yahoo.com).
Wallace, B., & Oxford, R.L. (1992). “Disparity in Learning Styles and Teaching Styles in the ESL Classroom: Does This Mean War?” AMTESOL Journal 1: 45-68.
Widiati, U. & Cahyono, B. Y. (2006). The Teaching of EFL Writing in the Indonesian Context: the State of the Art. Jurnal Ilmu Pendidikan, 13(3), pp. 139-150.
Witkin, H.A., & Goodenough, D.R.. (1981). Cognitive Styles: Essence and Origins. Field Dependence and Field Independence. New York: International Universities Press.
Published
2016-06-01
How to Cite
Ningrum, A., Latief, M., & Sulistyo, G. (2016). The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing across Gender Differences and Learning Styles. Dinamika Ilmu, 16(1), 149-166. https://doi.org/10.21093/di.v16i1.296
Section
Articles
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