THE IMPACT OF USING MINDOMO ON HIGH SCHOOL STUDENTS' ANALYTICAL EXPOSITION TEXTS
DOI:
https://doi.org/10.30863/ijretal.v6i2.10656Keywords:
Mind Map, Mindomo, Analytical Exposition TextAbstract
Students often experience difficulties in writing analytical exposition text, especially in conveying their thoughts in a coherent and organized form. To address this problem, Mindomo was implemented to help students organize their writing. This research aims to find out the impact of using Mindomo as a digital mind mapping tool on high school students’ analytical exposition text writing by conducting quasi-experimental research. The implementation focused on two 10th grade classes of a Public Islamic High School in Ngawi, divided into one control class and one experimental class consisting of 30 students each. Each class underwent five sessions, starting with a pre-test, then the experimental class underwent treatment using Mindomo while the control class underwent learning using manual mind mapping, and ended with a post-test. The result shows experimental class's average post-test score increased to 83.79 after Mindomo implementation, up from a pre-test average of 75.20. Despite this gain, the hypothesis test (0.801) indicated no statistically significant difference between the control and experimental classes. This study found new information that the use of Mindomo in writing analytical exposition text in 10th grade has insignificant results.
References
Abd Karim, R., & Mustapha, R. (2020). Students’ perception on the use of digital mind map to stimulate creativity and critical thinking in ESL writing course. Universal Journal of Educational Research, 8(12A), 7596-7606.
Al-Inbari, F. A., Al-Wasy, B. Q., Mahdi, H. S., & Al-Nofaie, H. (2023). Electronic and manual mind mapping as mediating tools in the EFL writing process. Journal of Pedagogical Research, 7(5), 208-222.
Astiantih, S., & Akfan, S. S. (2023). Utilizing Concept Maps to Enhance Students’ Writing Skills. Journal of languages and language teaching, 11(3), 433-446.
Chalak, A., & Rastgoo, V. (2021). Perceptions of language learners towards the use of traditional vs. digital mind-mapping techniques in English writing classes. International Journal of Language and Translation Research, 1(1), 97-115.
Creswell, J. W. (2020). Educational research: Planning, conducting, and evaluating quantitative and qualitative research: Pearson Higher Ed.
Demneri, E. (2024). Students' Difficulties in Writing in English Language. Paper presented at the Proceedings of The International Conference on Modern Research in Education Teaching and Learning.
Dirgeyasa, I. W. (2017). College Academic Writing A Genre-Based Perspective: Prenada Media.
Fitria, T. N. (2024). Creative writing skills in English: Developing student's potential and creativity. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(1), 1-17.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable operations and computers, 3, 275-285.
Hasan, J. R., Habibie, A., & Helingo, A. (2023). Probing of hardships and their factors of EFL students in constructing text. Jurnal Ilmiah AL-Jauhari: Jurnal Studi Islam dan Interdisipliner, 8(1), 106-122.
Hemeira, A. N., Nugraha, S. I., & Abas, T. T. (2023). The Implementation of Digital Mind Mapping in Writing Descriptive Text. Innovative: Journal Of Social Science Research, 3(4), 2591-2599.
Le, L.-A. T., Le, N. P., Ngo, L.-A. T., & Tran, Q.-N. T. (2023). The use of mind mapping technique in descriptive writing among primary school students. Journal of Educational and Social Research, 13.
Luan, N. M., Rajendran, M., Subramanian, J., Jaisankar, D., & Oli, L. (2024). Exploration of Factors Causing Difficulties in Students’ Writing Skills. World Journal of English Language, 14(4), 447-447.
Ly, T. T. M., Nguyen, T. T. H., Phan, T. M. U., Dinh, T. T. H., & Huynh, T. V. (2021). EFL student’s problems with paragraph writing at Tay Do University, Vietnam. European Journal of English Language Teaching, 6(4).
Mayusandra, R. (2023). MINDOMO: A DIGITAL MIND MAPPING IN ENHANCING STUDENTS’WRITING SKILL. Paper presented at the International Conference on Education, Science, Technology and Health (ICONESTH).
Mohamad, F., Luqman Asnawi, M., Abdul Kadir, Z., & Darmi, R. (2022). Students’ Perceptions Towards the Drawbacks of Technology in English Language Teaching and Learning. Macrothink Institute, 10(2), 24-39. doi:10.5296/ijssr.v10i2.19810
Moldabayeva, K., Odanova, S., Nurmuhametova, K., Bekbossynova, A., & Shakhmetova, N. (2023). Innovative methods in teaching writing in English. XLinguae, 16(2), 250-263. doi:10.18355/xl.2023.16.02.19
Naghmeh-Abbaspoura, B., Rastgoob, V., Fathic, N., & Yekd, Z. M. (2019). The use of Mindomo software to improve the logical development of EFL learners’ writing. International Journal of Innovation, Creativity, and Change, 9(12), 238-252.
Novianti, A., & Kareviati, E. (2021). Students’ response toward the implementation of mindomo in writing descriptive text at the seventh grade students’ in Cimahi. PROJECT (Professional Journal of English Education), 4(3), 369-374.
Rahmasari, T. D., Ekawati, Y. N., & Sumartono, S. (2024). THE IMPACT OF APPLYING MINDOMO APPLICATION TOWARD STUDENTS’WRITNG SKILL ON DESCRIPTIVE TEXT AT TENTH GRADE. Paper presented at the Proceedings International Conference on Education (ICOTION).
Rizaldi, F., Mukrim, M., & Hastini, H. (2022). IDENTIFICATION OF STUDENTS’DIFFICULTY IN WRITING EXPOSITORY ESSAY. e-Journal of ELTS (English Language Teaching Society), 10(3), 217-226.
Sabarun, S., Muslimah, A. H., Muhanif, S., & Elhawwa, T. (2021). The effect of flow mind map on writing accuracy and learning motivation at Islamic higher education. Language Circle: Journal of Language and Literature, 16(1), 146-161.
Sagita, M., Yuliasri, I., Faridi, A., & Pratama, H. (2024). Digital Cartography of Thought: Enhancing EFL Reading Comprehension Through Mind Mapping. EVOLUTIONARY STUDIES IN IMAGINATIVE CULTURE, 1078-1094.
susanti Rahman, N., & Hasan, J. R. (2024). The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu. Journal of English Teaching and Linguistic Issues (JETLI), 3(1), 24-31.
Wahyuni, S. (2021). Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri. INFERENSI: Jurnal Penelitian Sosial Keagamaan, 15(1), 163-184.
Yiming, W. (2023). An Analysis of the Critical Role of “Reading and Writing” in Second Language Acquisition. International Journal of New Developments in Education, 5(10).
Zorba, M. G. (2023). Undergraduate Students’ Writer’s Block in English as an Academic Language: Causes, Coping Strategies Needs. Bayburt Eğitim Fakültesi Dergisi, 18(39), 1024-1046.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Nida Aida Fitriya, Eva Rahmawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with International Journal of Research on English Teaching and Applied Linguistics agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
