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A Study On The Use Of Mind Mapping In Teaching Writing

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 4 (2025) · pp. 1284–1290

DOI
10.34050/els-jish.v8i4.48994
ISSN
2621-0835, 2621-0843
Published
2025-12-22
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This research aims to investigate the use of mind mapping as a teaching technique to enhance students’ writing skills in descriptive text. Using a qualitative library research approach, data were gathered from secondary sources, including theses, journals, and articles published between 2012 and 2024. The analysis focused on identifying teaching procedures, outcomes, and effectiveness across five selected studies. The findings indicate that mind mapping significantly improves students’ ability to generate, organize, and connect ideas, resulting in more coherent and creative descriptive texts. It also enhances vocabulary, grammar, and students’ motivation to write. Across the reviewed studies, post-test scores consistently showed substantial improvement, demonstrating the technique’s effectiveness in both secondary and tertiary educational contexts. Mind mapping’s use of colors, images, and keywords makes the writing process more engaging and accessible, supporting active learning and critical thinking. Based on these findings, the study recommends that English teachers adopt mind mapping as a strategy to improve descriptive writing skills and suggests further exploration of its application to other genres of writing.

Keywords

Collaboration network of the authors

15 authors · 27 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Poltekkes Kemenkes Kendari
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Zarkiani HasyimAffiliation unknown2
Andi PatmasariAffiliation unknown2
Andi HikmahAffiliation unknown1
Anjar Kusuma DewiAffiliation unknown1
Darmawan DarmawanAffiliation unknown1
Nur Zam ZamiaAffiliation unknown1
Alkhaf ShabanAffiliation unknown1
Mukrim MukrimAffiliation unknown1
Safira Nur FarahAffiliation unknown1
Suriaman AminahAffiliation unknown1
Rofiqoh RofiqohPoltekkes Kemenkes Kendari1
Fathira QalbinaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">A Study On The Use Of Mind Mapping In Teaching Writing</dc:title>
	<dc:creator xml:lang="en">Nurhasanah, Fani</dc:creator>
	<dc:creator xml:lang="en">Manurung, Konder</dc:creator>
	<dc:creator xml:lang="en">Agussatriana, Agussatriana</dc:creator>
	<dc:subject xml:lang="en">mind mapping</dc:subject>
	<dc:subject xml:lang="en">descriptive text</dc:subject>
	<dc:subject xml:lang="en">teaching writing</dc:subject>
	<dc:subject xml:lang="en">qualitative research</dc:subject>
	<dc:subject xml:lang="en">writing skills</dc:subject>
	<dc:description xml:lang="en">This research aims to investigate the use of mind mapping as a teaching technique to enhance students’ writing skills in descriptive text. Using a qualitative library research approach, data were gathered from secondary sources, including theses, journals, and articles published between 2012 and 2024. The analysis focused on identifying teaching procedures, outcomes, and effectiveness across five selected studies. The findings indicate that mind mapping significantly improves students’ ability to generate, organize, and connect ideas, resulting in more coherent and creative descriptive texts. It also enhances vocabulary, grammar, and students’ motivation to write. Across the reviewed studies, post-test scores consistently showed substantial improvement, demonstrating the technique’s effectiveness in both secondary and tertiary educational contexts. Mind mapping’s use of colors, images, and keywords makes the writing process more engaging and accessible, supporting active learning and critical thinking. Based on these findings, the study recommends that English teachers adopt mind mapping as a strategy to improve descriptive writing skills and suggests further exploration of its application to other genres of writing.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-12-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/48994</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i4.48994</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 4 (2025): DECEMBER; 1284-1290</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/48994/13903</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Fani Nurhasanah, Konder Manurung, Agussatriana</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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