1

CHAPTER 1

INTRODUCTION

1.0 INTRODUCTION

The purpose of the study is to enhance students’ writing skills on descriptive

essays by using mind maps. This study has been divided into six section. The first
section is the introductory section. Second section is the review of related literature.
Third section discusses about the methodology. The fourth section is the outcome of
the study while the fifth section displays the references. Lastly, the sixth section is the
appendices.

Writing skill is one of the most important one among the four skills. Students need
to perform well in writing skills because they tend to apply whatever they studied
using this skill. Students should have a good writing skills to convey their message
and ideas clearly in the text. By having good writing skills, it might help the students
in the future use to write an informal letter, to write a report, to do research and many
more. Students nowadays face challenges in writing a quality essay without making
any mistakes. According to (McNamara 2009:34), effective writing strategy “provide
the means to tackle complex problems in more efficient ways”. Teachers should come
up with creative ideas which can be implemented by the students and in the classroom
to improve their writing skills. This creative technique will motivate the students to
learn as well. Mind mapping would be a good tool to be used by the teachers and
students to improve the writing skills.

According to (Buzan, 2005 :6), a mind mapping is a diagram used to represent

words, ideas, tasks or other items linked to and arranged around a central key word or
 2

idea. Students will enjoy using this tool to enhance their writing skills because they
can use their own creativity to develop the mind maps using images and colours.
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1.1 BACKGROUND OF STUDY

Reima AL-JARF (2009), conducted a study on “Enhancing Freshman Students’

Writing Skills with a Mind Mapping Software”. The purpose of the study was to
see the effectiveness of utilizing mind mapping software to enhance Freshman
Students’ writing skills. The research design of this study is quasi-experimental
method. The participants of the study were EFL female freshman students and they
were divided into two groups which is experimental and control. Pre- test, treatment
and post-test were done in this study and questionnaire were given after the treatment
has done. The findings of the study show that, students who were exposed to the
online mind mapping software were able to use it effectively and produce quality
essays compared to the control group. They were able to develop their ideas well and
the sentences were linked well. Moreover, the students have reacted positively
towards the usage of mind mapping software in enhancing their writing skills. The
author has stated that, with the use of online mind mapping software students will be
able to learn it in a creative and enjoyable way. Since the researcher, have utilized the
strategy on writing skills among EFL learners, I would like to utilize the same strategy
focusing on writing skills among ESL learners (Form 1) in SMK Bandar Sunway.

1.2 PROBLEM STATEMENT

Writing a quality essay within the time frame is a challenge for form 1 students in
SMK Bandar Sunway. There are two problems which are being discussed in this
study. The first problem is, the students face challenges in expressing their ideas in an
essay writing. To elaborate this point, the students are finding it hard to expand their
ideas from their main point or at times there are few students who are clueless to
branch out their ideas from the topic itself.

The second problem is, the form 1 students in SMK Bandar Sunway fail to
organize their ideas accordingly. Most of the students do not know on the ways to
arrange the sequence of writing an essay in a paragraph. There are few students who
starts their paragraph with an example without stating their main point. Other than
that, the students also tend to mix up their ideas in one paragraph. Hence, it is believed
that mind mapping tool will help the students to improve their writing on descriptive
essays and overcome the problem as well.
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1.3 RESEARCH OBJECTIVES

1) To investigate the effectiveness of mind mapping technique in writing

descriptive essays among Form 1students in SMK Bandar Sunway.

2) To find out the self-efficacy of Form 1 students in SMK Bandar Sunway in

writing descriptive essays using mind map.

1.4 RESEARCH QUESTIONS

1) How does utilizing mind maps are effective in writing descriptive essays
among Form 1 students in SMK Bandar Sunway?

2) What are the impacts on students’ self-efficacy in writing descriptive essays

using mind maps among Form 1 students in SMK Bandar Sunway?

1.5 SIGNIFICANCE OF RESEARCH

This study is important since it works on the effectiveness of using mind map and
the students’ self-efficacy in writing descriptive essays on Form 1 students at SMK
Bandar Sunway. This study helps the students to enhance their writing skills which
will benefit them for future use. This study is notable because the outcome of this
study will be proving the improvements and the self-efficacy of the students in writing
descriptive essays by using mind map. The students will be able to develop their ideas
well and in an organized manner. This research will help and assist the students to
produce a quality essay writing with the proposed technique.

1.6 KEY TERM DEFINITIONS

Mind Mapping : A visual aid which we use to arrange the information using
connected branches.

Self- Efficacy : The ability of an individual to do something.

Descriptive Essay : A type of essay where students have to describe

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CHAPTER 2

LITEREATURE REVIEW

2.0 THEORETICAL FRAMEWORK

Mind mapping is a useful tool for students in developing their ideas and
thoughts in an organized way. Mind map was first introduced by Tony Buzan.
According to (Buzan, 2008), says that by mind mapping, people can represent ideas
into visualization and graphic forms where one idea is connected to another idea by
using branches.

Reima AL-JARF (2009) is one of the pioneer researcher who have integrated
this mind mapping strategy in writing skills in the article titled “Enhancing Freshman
Students’ Writing Skills with a Mind Mapping Software”. In this study, the researcher
has done quasi-experimental method. The researcher has done this study to improvise
the descriptive essay writing using mind map strategy among the EFL learners. This
study has proved that, by utilizing the mind map software the learners were capable to
write a good descriptive essay with well-developed ideas and this strategy has
impacted the students positively in their essay writing. The author has emphasized
that, the implementation of this strategy in essay writing will make the students to be
motivated to learn.
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2.1 LITEREATURE REVIEW

There are four skills in English which is reading, listening, speaking and
writing. Listening and reading are known as receptive skills since it only requires the
students to receive and comprehend whereas writing and speaking are known as
productive skills because the students need to produce it through language. Among all
the four skills, writing skill is one of the important skill that students need to be good
at. In writing skill students apply whatever they have studied and it is also known as
the end product. Many students face difficulty in writing skill since it’s a combination
of ideas, grammar, vocabulary, sentence structure. Utilization of proper writing
technique could help the students to improvise their writing skill. According to
(McNamara,2009:34), effective writing strategy “provide the means to tackle
complex problems in more efficient ways”. To produce a quality and better writing
style, mind mapping technique can be a useful tool to work on this.

This can be verified by the research that have been conducted by Alma Prima
Nurlaila (2013) in the article titled “The Use of Mind Mapping Technique in
Writing Descriptive Texts”. The participants of the study are seventh graders from
Junior High School in Bandung. One whole class consisting 36 students were used for
this study. This study used a mixed method which is experimental design with pre-test
and post-test (quantitative method), questionnaire and interviews (qualitative
descriptive research). The findings of the study show that there is a drastic
improvement in students writing skills since the mean of the post-test is higher than
the pre-test (45.83>58.53). Based on the questionnaire, 86.1% students respond
positively on the mind map technique used for writing descriptive text while based on
the interviews conducted, students have voice out that they felt this technique was
useful, motivated them to write descriptive text better, able to use more vocabulary
and organize their ideas and sentences accordingly. The author has recommended that
this technique can also be used to tackle different type of text regardless age. Hence,
the alternative hypothesis of the study was accepted which is “There is a significant
influence mind mapping technique on students’ ability in writing descriptive text”.

Proceeding to the next article titled “The Effect of Using Graphic

Organizers on Writing” by Abdul Majeed Tayib (2015). The author conducted the
study to identify whether graphic organizers improves students’ writing ability and
 7

their attitudes towards writing skill. The participant of the study were 24 Saudi male
students from a preparatory program at Umm Alqura University in the year 2012-
2013. All these participants will be sitting for a test done by Oxford University. The
male students were age ranging from 17 and 19 years. The author has done this study
using three phases for six weeks. The phases are baseline phase, experimental phase
and post-experimental phase. The instruments used for this study were writing rubric
to asses students’ writing before and after the implementation of the technique and an
attitudinal survey to identify the attitudes of the students towards this technique before
and after. The findings of the study reveals that the use of graphic organizer has
notably enhanced the writing skills of students in terms of content, organization, word
choice, sentence fluency and convention. The mean score in all five elements have
increased in the post-test. In terms of students’ attitudes, it has impact positively on
their attitudes towards writing. The author has also recommended to utilize
technologies to create graphic organizers to make it even effective.

Moreover, the following study was conducted by Juwita Crestiani (2015) in

the article titled “The Effectiveness of Mind Mapping in Improving Students’
Descriptive Writing Ability”. The author has used quasi experimental method to
conduct this study. In this study, author has set up two groups which is experimental
group and control group. The total number of participants used for this study was 60
and each group consist of 30 students. Author has stated that, the participants were
chosen by purposive random sampling. Only one instrument was used in this study
which is writing test. The data was collected by having pre-test, treatment and post-
test. In the experimental group, the participants were emphasized writing through
mind mapping while in control group they were emphasized through lecturing
method. The study has proved that, students’ writing capacity in descriptive text have
improved through mind mapping and also in other elements which can be seen
through the mean score in experimental group (81.61) while in control group (49.86).
The content element in writing has improved significantly. Hence, the alternative
hypothesis of the study was accepted.

Melor Md Yunus and Chan Hua Chien (2016), have conducted a study on
“The Use of Mind Mapping Strategy in Malaysian University English Test
(MUET) Writing”. Both quantitative and qualitative method were used to conduct
 8

this study. The participants of the study were 25 Pre-U students from “SMK Oya”
who have different band level in MUET test. The instruments used in this study were
questionnaire to identify the perception of students towards the technique and writing
test to check on the effectiveness of this strategy on their writing test. The results of
study show that, students had positive perception towards this technique in improving
their writing. This strategy has also helped them to expand their ideas with
explanations better, organize their content and paragraph while writing, assisted them
to have a better understanding on the topic and boost their creativity in writing skills.
The researcher has recommended that, the curriculum designers can include this
strategy in the syllabus to improve students’ writing regardless proficiency.

Another study done by Beena Vijayavalsalan (2016) on “Mind Mapping as a

Strategy for Enhancing Essay Writing Skills”. This study was conducted by the
researcher to solve the issue of essay writing among students in higher education. The
design of the study is a mixed method where the author has collect qualitative and
quantitative data as well. The instruments used in the study were questionnaire and
test. The participants of this study were students from “General Education Program”
in Abu Dhabi University. In total it was 151 students. The age range of the students
were from 18-23 years. The findings of this study reveals that, using mind mapping
strategy in pre-writing produced a quality essay from the student and they were able to
finish their essay writing in a given time. The study has also proved that the students
were able to connect and organize their ideas well. Hence, it has been proven that the
students from Abu Dhabi University were able to write a quality essay.

Syed Saima Ferheen Bukhari (2016), has also proved that mind mapping
technique can also be useful in enhancing EFL writing skill in the study conducted on
“Mind Mapping Techniques to Enhance EFL Writing Skill”. This study was
conducted to find the suitable mind mapping techniques to improve EFL writing skill.
The participants of the study were 40 intermediate students, 20 English teachers from
English Language Institute. Survey phase and experimental phase were conducted in
this study. The participants will be divided in two groups (control and experimental).
The participants were given a placement test and questionnaire in the survey phase
while in the experimental phase they were given pre-test, treatment and post-test. The
instruments used in this study were “Likert Scale” questionnaire and test. The control
 9

group were taught on the mostly used techniques for writing which was voted in the
questionnaire and experimental group were taught writing skill based on the
researcher’s technique. The results of study show that, the percentage of placement
test were higher in experimental group compared to in control group. Other than that,
it has also been proven that the students who were taught using the mind mapping
technique have improved in terms of content, coherence, sentence structure and
mechanics. Based on the response of the teachers from questionnaire, the teacher
stated that, by using mind mapping technique for EFL students, it helped them to
develop their ideas faster and assisted them in writing with good vocabulary and fewer
mistakes as well. The author has recommended EFL teachers to use mind mapping
technique as a pre writing activity to make students independent in developing their
ideas by giving different topic each.

Fujiono, (2016), has conducted a study in the article titled “The Use of Mind
Mapping Technique to Improve the Students’ Writing Skill on Descriptive Text
at the Tenth Grade of SMA PGRI Larangan Pamekasan”. In this study, the author
has focused to improve the writing skill specifically on descriptive texts of tenth grade
students by using mind mapping technique. This study has been conducted by using
three instruments such as scoring rubric to asses students’ writing skill, questionnaire
and observation sheet. 20 students from tenth grade of SMA PGRI Larangan
Pamekasan were used as the participant of this study. Before the technique was
implemented, the writing skills of students on descriptive text and their motivation
towards learning was poor. Only 25% of the students were able to pass the minimum
standard achievement grade KKM (76). After the author has implemented the
technique for students in writing descriptive texts, students’ writing skills and their
confidence, students’ engagement, students’ motivation towards learning English were
improved. Only 45% of the students passed the minimum standard achievement KKM
(76) due to challenges in coping with grammar and vocabularies. So, the author
conducted the second cycle to improvise the teaching strategy by identifying students’
weaknesses. At the end of the cycle, students gave a better respond, and there were
drastic improvements in their writing skills. The outcome of the study revealed that,
the utilization of mind map technique improves writing skill of students on descriptive
texts and they were more motivated as well.
 10

Other than that, Ali Ayed Al- Zyoud, Dina Al Jamal and Abdallah
Baniabdelrahman (2017), have conducted a study on “Mind Mapping and Students’
Writing Performance”. This study was conducted by the author to identify the
effectiveness of mind mapping strategy in enhancing Jordan students’ writing ability
in English. The author has used quasi-experimental method to conduct this study. 40
students from the eleventh grade of Al Hashyimah School for Boys, Zarqa were
selected as the sample of this study. They were divided half into experimental and
control group. The experimental group were taught by incorporating mind mapping
technique while control group were taught using traditional method. Both group were
assed with pre-test and post-test after the treatment. The outcome of study reveals that,
the mean scores have improved significantly from pre-test to post-test which indicates
the improvement of Jordan students’ writing ability in English after using the mind
mapping technique. The students have improved drastically in the development of
ideas and content. The author has stated that, this strategy should be implemented on
other skills to see the effectiveness.

Continuously, the following study was conducted by Maslicah, Siti Tarwiyah

(2017), in the article titled “Enhancing Students’ Ability in Writing Descriptive
Text Through Graphic Organizer”. This study was a classroom action research, the
author conducted the study to identify the impact of graphic organizer on students’
writing capacity and the improvements of students in writing through graphic
organizer. The participants for this study were eighth grade of MTs Nurul Islam
Juwangi Boyolali-Indonesia. There were 24 of them. Instruments used in this study
were documentation, observation and test. This study was done in 3 cycles (planning,
acting, observing and reflecting). This study has proved that, the capacity of the
students in writing a descriptive text have boost up after introducing the graphic
organizer since they have improved in developing their ideas well. The students
writing was also better in terms of content, organization, vocabulary, language use and
mechanic. The participation of students in learning the technique were also improved.
Well, graphic organizers can be one of the useful tool to improvise students’ writing
skill in an enjoyable way.

Moreover, Agus Rofti (2017), conducted a study on “Improving Students’

Motivation in Writing Descriptive Texts by Using Mind Mapping Technique”.
 11

This study is classified as classroom action research. The author has used classroom
action research in order to find the solution for the ongoing issues. 35 participants
were chosen as the sample of the study. They were third semester students from
English Department in the batch of 2015/2016. The author has said that, the students
are good in studies but when it comes to English they have low motivation to learn
especially in writing. The researcher conducted the study after knowing the students’
problem in writing such as poor vocabulary, organization, sentence structure and so
on. The author has conducted the study in five steps (planning, action, observing,
reflecting, revising of planning) and it was done in 3 cycles. The findings of the study
showed that the students’ writing capacity and their motivation in learning descriptive
writing have improved significantly. Hence, the utilization of mind mapping technique
can enhance students’ motivation in writing descriptive text.

Proceeding to the next study, which is almost similar to the study stated above
which was conducted by Fujiono (2016). Well, this study was conducted by
Frangelina Pajolia Salem (2017) in the article titled “Improving Students’ Writing
Descriptive Text Using Mind Mapping Teaching Strategy of the Tenth Grade
Students of SMA Negeri 4 Kupang in Academic Year 2017/2018”. This research is
known as action research. This study was done in two cycles as the previous study. 43
students from tenth grade of science program were chosen as the participant of the
study. This study was conducted in quantitative and qualitative method as well. The
qualitative method was done using observation checklist and quantitative method was
done using students’ scores from test. The findings of the study proved that with the
use of mind mapping technique students’ writing skills were improved. Other than
that, students were able to develop their ideas in a well-organized manner. The
students also improved in using the correct vocabularies, grammar, spelling and
capitalizations in their descriptive texts. The participant also displayed a positive
response towards this technique and lesson. Moreover, the hypothesis of the study was
accepted since the mean score of the students have improved from pre-test to post-test.
This study clearly shows that students’ writing on descriptive text have improved
before and after implementing the technique.

Another body of research doen by Rafidah Abd Karim (2018), on

“Technology – Assisted Mind Mapping Technique in Writing Classrooms”. The
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author has conducted a mixed method study to explore the different approach that can
be received to motivate and assist students who need to utilize mind mapping
procedures in their English lessons and classrooms. 25 students from Mara University
of Technology were selected to be the participant of the study. This online mind
mapping approach were used in Mara University of Technology’s English course
titled “Integrated Language Skills 3”. This was an individual task for students to
create an online mind map after the training. The results of the study show that 90% of
the students respond positively towards online mind mapping technique in writing
through questionnaire and their writing performance has improved significantly as
well. The author has emphasized that online mind mapping is a creative tool to
enhance students’ writing performance in an enjoyable way.

Continuously, Anastasia Dewi Anggraeni, Helda Jolanda (2018), have

conducted a study on “Using Graphic Organizer as a Media in Students’ Writing
Project”. The research design of this study is qualitative descriptive method. The
instrument used in this study was observation only since its classroom action research.
The 65 participants of the study who are in third year were from “English Educational
Department of Indrapasta PGRI University”. In this study, students were asked to use
online graphic organizers creatively in their writing projects to develop their ideas.
The findings of the study reveals that, the students were able to develop their ideas
accordingly, they were good in terms of content and implementing graphic organizers
in teaching writing skills helped students to write better. The author has stated that,
graphic organizers widens students’ ideas and boost their creative thinking.

Mega Mulianing Maharani (2018), conducted a study on “Graphic

Organizers to Improve Students’ Writing on Recount Paragraphs”. In order to
conduct the study, the author has used action research method. It was done in two
cycles. The sample of the study were undergraduate students of second semester from
“English Department of UNISSULA”. The research is conducted to see whether this
technique is useful for students writing on recount paragraphs. The instrument used in
this study was writing test and observation sheet. The author has taken few steps (pre
cycle, cycle 1 and cycle2) to conduct the study. In pre cycle, the researcher conducted
observation and test to check on the ability of the students before the technique. In
cycle 1, the technique was implemented to students and in cycle 2 and gave them
 13

exercise on what has been taught. In cycle 2, the students were given writing test
again with very minimal instruction by the researcher and it was assessed using rubric.
The findings of the study proved that, the students’ writing were better after
introducing them the graphic organizer. The students have improved in writing topic
sentence, concluding sentence, content and ideas compared to in pre cycle. This
strategy has impacted the students in a positive way.

Yin Zhang (2018), conducted a study on “Exploring EFL Learners’ Self-

Efficacy in Academic Writing Based on Process- Genre Approach”. The author
has conducted the study to see the improvements of self-efficacy in process genre
academic writing among EFL learners. This study was conducted for 14 weeks. The
participants of the study were students who have graduated. In total, 59 students were
used in the study. The author has used qualitative and quantitative study to conduct
the study. The instruments used in the study were questionnaire (qualitative) and
interviews (quantitative). The questionnaire was used to to investigate the general
dimension of learners' self-viability and the difference in self-adequacy in writing
depending on process-class approach whereas the interview was conducted to see the
changes and perceptions of the learners on the self-efficacy in academic writing. The
results of the study show that, after implementing the approach the EFL students’ self-
efficacy have improved better compared to before. Based on the interview done, the
students have stated that, their confidence have boost up in academic writing. Hence,
this approach has improved the self-efficacy of students in academic writing.

Behnaz Nobahar, Amir Reza Nemat Tabrizi and Mausod Shaghaghi (2013),
conducted a study on “The Effect of Concept Mapping on Iranian Intermediate
EFL Learners’ Self- Efficacy and Expository Writing Accuracy”. The author
conducted the study to see the effectiveness of concept mapping on students’ self-
efficacy in writing and on their accuracy of writing. The instruments used in the study
were writing test, questionnaire and concept mapping forms. The design of the study
is Quasi – experimental method. The participants of the study are students who were
randomly selected in private language universities. The age ranged of the participants
were from 16 and 18 years. In the pre-test, the experimental group were given TOEFL
test and self-efficacy questionnaire then during the treatment students were exposed to
the concept mapping and its applications whereas in the post-test, students were given
 14

the test and questionnaire again. Based on the results of the study it has shown that,
this strategy has improved the self-efficacy of students and their accuracy in
expository writing.

Based on the review of related literature, I would like to be in align with the
studies conducted by Beena Vijayavalsalan (2016), Fujiono (2016) and Juwitha
Crestiani (2015) since the study that I am going to conduct is mostly similar to the
study done by those researchers.

In a conclusion, many researchers have done their studies in this area and have
proved a strong and positive results in this study. This is an important study to be
conducted in schools for students to enhance their writing skills in the future. This
would be a useful tool for the learners.
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CHAPTER 3

METHODOLOGY

3.0 INTRODUCTION

This section explains the research design. sampling methods, instruments that
will be used to conduct this study, data collection procedures and data analysis
procedures. This section of the study will give an overview on how this study will be
conducted.

3.1 RESEARCH DESIGN

In this study, quantitative method will be used to answer both the research
questions. To answer the first research question which is to identify the effectiveness
of mind map in writing descriptive essays among the Form 1 students in SMK Bandar
Sunway pre-test and post-test will be conducted. To answer the second research
question which is to find out the self-efficacy of students in writing descriptive essay,
a close-ended questionnaire will be given out to the students during the treatment
phase.

3.2 SAMPLING

The sample for this research were form 1 student from SMK Bandar Sunway.
In total, 30 students were used in this study from the class named “1 Earth” for 14
weeks.

3.3 INSTRUMENTS

A) Test

Writing test will be conducted for the Form 1 students in SMK Bandar
Sunway in order to obtain data. In conducting the study on “The Use of Mind
mapping and students’ self-efficacy in writing descriptive essays among Form 1
 17

students in SMK Bandar Sunway”, two types of test will be conducted which are pre-
test and post-test. Pre-test will be conducted before implementing the strategy and
post-test will be done after being familiarize with the strategy in writing descriptive
essay. The essay of the students will be assessed by using a writing rubric which was
adapted from (Jacobs et al 1981:90).

B) Questionnaire

In this study, questionnaire is a quantitative way of obtaining information.

Questionnaire will be given to students during the treatment phase to find out their
self-efficacy in writing descriptive essays with the use of mind map. The
questionnaire consists of 28 close-ended questions. The questionnaire was adapted
from (Yavuz-Erkan 2004). The questionnaire has used “Likert Scale” for grading.

3.4 DATA COLLECTION PROCEDURES

In order to obtain the data in an organized manner, a few procedures need to be

finalized. This part will be explaining on the procedures taken to obtain the data.

A) Pre- Test

During the pre-test, the students will be given a topic based on the descriptive
essay writing. The students will have to write a 80 words essay on the given topic
individually. The students will be given 1 hour to complete the test. This pre-test is
being conducted to see the capability of Form 1 students from SMK Bandar Sunway
in writing descriptive essay.

B) Treatment

In this treatment phase, the students will be taught on how to use the mind
mapping technique in writing descriptive essays. The students will be taught on the
ways to expand their ideas from the main point, ways to organize the points, coming
up with the topic sentence and also to use visual representation in mind maps. This
phase will be done from 8 to 10 weeks using different topics.

C) Post-Test
 18

Once the treatment phase has been completed, the students will be given a
post-test again on different topic. The students will be given 1 hour to complete the
essay writing. The essay of the students will be marked using the rubric mentioned
above. Post- test is being conducted to see how effective is the mind mapping in
writing descriptive essay. The results obtained from the pre-test and post-test will be
compared and discussed.

D) Questionnaire

Questionnaire will be given out to the students towards the end of treatment
phase. This

questionnaire is used to find out the self-efficacy of students in writing descriptive

essay after utilizing the mind map strategy.

The above are the procedures that will be taken to obtain the data from the
Form 1 students from SMK Bandar Sunway and to discuss it further.

3.5 DATA ANALYSIS PROCEDURES

The quantitative study was tested using the writing rubric. The writing rubric
were adapted from (Jacobs et al 1981:90) in order to obtain a writing rubric which is
valid and reliable.

The quantitative study was tested using a questionnaire. The questionnaire was
adapted from (Yavuz-Erkan 2004). This questionnaire will be measuring the self-
efficacy of Form 1 students in SMK Bandar Sunway in descriptive essay writing. The
data from the questionnaire will be analysed using SPSS version 2015.
 19

CHAPTER 4

FINDINGS

4.0 INTRODUCTION

This section discusses the analysis that have been conducted to study the
effectiveness of mind mapping and the students’ self-efficacy in writing a descripting
essay using the mind map as a tool. This section is divided into four sections. The first
section displays the comparison of pre-test and post-test marks of the students. The
second section displays the comparison of mean value (independent t-test) for both pre
– test and post-test. The third section displays the comparison of the aspects in the
rubrics (Jacobs et al 1981:90) which was used to evaluated the students’ essay writing
before and after the treatment. The last section displays the item analysis done based
on the questionnaire (Yavuz-Erkan 2004) given out during the last treatment phase.
 20

4.1 FINDINGS

A) Comparison of Pre – Test and Post – Test Marks

Graph 4.1
Based on the result above, it shows that each and every student have shown
improvement in their essay writing compared to their pre – test marks. Student No.21
has shown drastic improvement in essay writing with the use of mind map. Other than
that, 8 students have shown minor improvement in their essay writing. The remaining
students have displayed quite good improvement in writing their essay by utilising the
mind map as a tool.
 21

B) Comparison of mean value (Independent sample t-Test)

Table 4.2
The independent t – test was done to investigate the effectiveness of mind
mapping strategy in writing a descriptive essay. Based on the table above, Score 1.00
is the pre-test marks while Score 2.00 is the post-test marks. The mean for pre- test
was 48.0667 while for post – test it was 56.9000. This shows that the mean value has
increased compared to the pre – test. The p – significant value is less than .005 (p
< .005). This shows that there is a slight significant difference in both the means and
the test shows significant results as well.
 22

C) Comparison of writing aspects based on the writing rubric

Graph 4.3
The above graph shows the comparison of writing aspects according to the rubrics
adapted from (Jacobs et al 1981:90). The essay writings were evaluated in terms of
content, organization, vocabulary, language and mechanics. The percentage in the
graph above shows the achievement of students in each aspect in pre – test and post –
test. The comparison of the aspects is as below:
Pre - Test Post - Test
Content 36% 43%
Organization 31% 48%
Vocabulary 26% 31%
Language 26% 29%
Mechanics 18% 21%

It can be clearly seen that each writing aspect has shown improvement in post – test.
Organization aspect has shown a great improvement where it has increased about 17%
in post – test. Moreover, language and mechanics aspects have shown minor
improvement where it has only increased about 3% in post – test. The content and
vocabulary have shown a fair improvement in the post – test. Based on the graph
above, it is shown that the students have improved in each aspects in their essay
writing compared to their pre – test.
 23

D) Item Analysis

1- I do it very well 2- I do it well 3- I do not do it well 4- I do not do it well at all

Item 1 2 3 4 1-2 3-4

(Agree) (Disagree)
Item 1 8 19 3 - 27 3
Item 2 8 16 6 - 24 6
Item 3 10 14 6 - 24 6
Item 4 10 15 5 - 25 5
Item 5 6 16 7 - 22 7
Item 6 13 12 4 - 25 4
Item 7 2 20 6 1 22 7
Item 8 15 10 4 1 25 5
Item 9 7 15 6 2 22 8
Item 10 9 11 9 1 20 10
Item 11 4 18 6 2 22 8
Item 12 7 18 3 2 25 5
Item 13 10 15 5 - 25 5
Item 14 10 15 2 3 25 5
Item 15 6 17 7 - 21 7
Item 16 7 16 6 1 23 7
Item 17 9 16 4 1 25 5
Item 18 10 15 3 2 25 5
Item 19 10 15 5 - 25 5
Item 20 6 20 4 - 26 4
Item 21 6 15 6 3 21 9
Item 22 3 19 7 1 22 8
Item 23 6 18 6 - 24 6
Item 24 2 14 12 2 16 14
Item 25 11 10 9 - 21 9
Item 26 6 18 4 2 24 6
Item 27 12 12 5 1 24 6
Item 28 9 14 5 2 23 7
TOTAL 222 433 155 26 606 182
Table 4.4
Item 1 (I can write interesting and appropriate response to a given topic)
 24

For this question, 27 students have agreed that they can write interesting and
appropriate response to a given topic with the use of mind map. 3 students have
disagreed that they were not able to write interesting and appropriate response for the
given topic.
Item 2 (I can easily cover all the information that should be dealt within a given
topic.)
For this question, 24 students have agreed that they can cover all the
information based on the topic in their essay with the use of mind map. 6 students
have disagreed that they can’t cover all the information in the mind map in their essay.
Item 3 (I can use appropriate style to the task.)
For this question 24 students have agreed that they can write the essay in an
appropriate style while 6 students have disagreed that they can’t write the essay in an
appropriate style.
Item 4 (I can easily match style with topic)
For this question, 25 students have agreed that they can easily write the topic
according to the style whereas 5 students have disagreed that they find it slightly hard
to write the essay according to the style.
Item 5 (I can generate ideas to write about easily.)
22 students have agreed that they can generate their ideas easily to write the
essay whereas 7 students have disagreed that they find it slightly difficult to generate
their ideas to write the essay.
Item 6 (I can think of ideas rapidly when given a topic to write about.)
For this question, 25 students have been able to think of ideas rapidly when
they were given a topic to write about while 4 students had difficulty to think of ideas
rapidly when given a topic to write about.
Item 7 (I can write on an assigned topic without difficulty.)
For this question, 22 students have agreed that they can write on assigned topic
without difficulty whereas 7 students have disagreed that they faced slight difficulty to
write on an assigned topic with the mind map.
Item 8 (I can easily find examples to support my ideas)
For this question, 25 students agreed that they were able to find examples
easily to support their ideas in essay by putting it out in all mind map. 5 students have
disagreed that they were not able to find example to support their ideas in the essay by
using mind map.
Item 9 (I can justify my ideas in my compositions.)
For this question, 22 students have agreed that they can justify their ideas in
their composition by listing out all the points in their mind map whereas 8 of them
 25

have disagreed that they faced slight difficulty to justify their ideas in their
composition.
Item 10 (I can write grammatically correct sentences in my compositions.)
For this question, 20 students have agreed that they can write grammatically correct
sentences in their composition whereas 10 students have disagreed that they faced
difficulty to write grammatically correct sentences in their compositions.

Item 11 (I can use complex language in writing without difficulty.)

For this question, 22 students have agreed that they can use complex language
in writing by listing out vocabulary for the essay through the mind map whereas 8
students have disagreed that they were not able to use the complex language in their
writing with the help of vocabulary listing in the mind map.
Item 12 (I can produce error free structures)
For this question, 25 students have agreed that they can produce error free structures
in their essay writing while 5 students have disagreed that they faced difficulty to error
free structures in their essay writing.
Item 13 (I can spell very well)
For this question, 25 students have agreed that they can spell the words
correctly in their essay writing whereas 5 of them disagreed that they failed to spell
the words correctly in their essay.
Item 14 (I can use the punctuation correctly.)
For this question, 25 students have agreed that they used the punctuation
correctly in their essay writing whereas 5 students have disagreed that they did not use
punctuation correctly in their essay writing.
Item 15 (I can edit my compositions for mistakes such as punctuation, capitalization,
paragraphing.)
For this question, 21 students have agreed that they can edit their composition
for mistakes once they have written their essay while 7 students have disagreed that
they were not able to edit their composition correctly and seriously.
Item 16 (I can easily use structures I have learned in my class accurately.)
For this question, 23 students have agreed that they can use the sentence
structures they learned in the class correctly while 7 students have disagreed that they
faced difficulty to use sentence structures they learned in the class in their essay.
Item 17 (I can link ideas together easily.)
 26

For this question, 25 students have agreed that they can link ideas listed out in
the mind map easily in their essay writing while 5 students have disagreed that they
were not able to link few ideas easily in their essay writing.
Item 18 (I can use transition words correctly to make my composition a better one)
For this question, 25 students have agreed that they can use transition words
correctly in essay writing to make it better whereas 5 students have disagreed that they
managed to use few transition words only in their essay writing.
Item 19 (I can use connectors correctly to make my composition a better one)
For this question, 25 students have agreed that they can use connectors
correctly in their essay while 5 of them disagreed that they had slight difficulty to use
connectors in their essay.
Item 20 (I can use a wide range of vocabulary in my compositions.)
For this question, 26 students have agreed that they can use more and new
vocabularies in their essay writing while only 4 students were not able to use new
vocabularies in their essay writing.
Item 21 (I can use synonyms in a composition rather than repeating the same words
over and over again.)
For this question, 21 students have agreed that they can use variety of
synonyms for certain words in their essay while 9 students have disagreed that they
felt it was difficult to use variety of synonyms in their essay.
Item 22 (I can write a brief and informative overview of a given topic.)
For this question, 22 students have agreed that they can write a brief and
informative overview of a given topic by using the points listed out in the mind map
while 8 students were not able to write a very brief and informative overview of given
topic.
Item 23 (I can manage my time efficiently to meet a deadline on a piece of writing.)
For this question, 24 students were able to finish their writing task on time and
6 of them were not able to write their writing within the given time.
Item 24 (I can rewrite my wordy or confusing sentences to make them clearer.)
For this question, 16 students agreed that they can rewrite their wordy and
confusing sentences back clearly while 14 of them disagreed that they were not able to
rewrite it clearly in their essay.
Item 25 (I can extend the topic to fit in a given word limit.)
For this statement, 21of them have agreed that they can extend the topic and
write with the use of mind map in their essay while 9 of them disagreed that they were
not able to extend the topic more and write in their essay.
 27

Item 26 (I can choose and defend a point of view.)

For this statement, 26 of the them agreed that they can choose and defend a
point of view in their essay while 4 of them were not able to do it.
Item 27 (I can make long and complex sentences)
For this statement, 26 students agreed that they can make long and complex
sentences by connecting the points listed out in the mind map while 4 of them
disagreed they faced difficulty to long and complex sentences.
Item 28 (I can fulfil a writing task without difficulty within a given time limit.)
For this statement, 23 of them agreed that they can fulfil a writing task without
difficulty within a given time limit while 7 of them faced slight difficulty to do within
the time given

4.2 DISCUSSION

The discussion of this section is divided into two sections based on the
research questions of this study. Firstly, it discusses the effectiveness of mind
mapping technique in writing descriptive essays. Secondly, it discusses the impact on
students’ self-efficacy in writing descriptive essays using the mind mapping
technique.

According to the graph 4.1 (comparison of pre – test and post – test marks),
(comparison of writing aspects) it clearly shows that the mind mapping technique was
effective in writing the descriptive essay. Based on the graph that displays the
students’ marks comparison, each student has shown progress in their marks in post –
test compared to their pre – test. Some has shown a drastic progress in their marks,
some has shown average progress while a few have showed minimal progress.
According to the graph above, student (No 2), (No 30), (No 21), (No 24), (No 25),
(No 5), (No 9), (No 13), (No 14), (No 22), (No 23), (No 27), (No 28) and (No 29)
have shown a great increase in their marks. These students were able to adapt the
ways to make use of this mind mapping technique in their descriptive essay faster.
They were able to expand their ideas in depth for the essay topic given. Other than
that, they were also able to brainstorm more ideas for the topic given hence they were
able to write more points. They also had very minimal careless mistakes in terms of
grammar, punctuation, capital letter where all of these are a part of their marks based
 28

on the rubric. These students’ proficiency was good as well. This has helped the
students to progress more in their essay. The student No (26) has done very well in pre
– test and post – test. Among the 30 students, the marks of student No (26) is
outstanding. This is because she came from an English speaking family since small so
it was easier for the respective student to write better than the others.

Based on the graph, it can be seen that there are few students who have shown
average progress in their marks. Students (No 1), (No 3), (No 6), (No 8), (No 10), (No
11), (No 12), (No 15), (No 16), (No 17), (No 19) and (No 20) have shown the average
progress in their marks. Their marks were increased about 7% to 10% compared to
their pre – test marks. These students were intermediate in their English and they tend
to make mistakes in terms of mechanics. This group of students also had difficulty to
understand and adapt the mind mapping technique. They can be grouped as slow
learners. Since, they were not able to grasp the technique and due to their proficiency
the students were only able to show average improvements in their marks.

The rest of the students have showed a very minimal progress in their test
marks. Students (No 4), (No 7) and (No 17) have only improved 2 to 3 marks in their
test compared to the pre – test. These students are very poor in their speaking and
writing. They were low proficiency students and they hardly speak English since they
were small. This is the reason they only had minimal progress in their test. The
students’ sentence construction was very poor and they also had more grammar
mistakes in terms of past tense words. They hardly construct a simple sentence
correctly. These are the reasons that made the students to show minimal progress in
their test. According to the t-test done, the mean scores of pre – test and post – test
have increased because the post - test marks of each student has increased and no one
remained in the same mark. Hence, it shows that the mind mapping technique is
effective in writing descriptive essays.

Based on the graph 4.3, the comparison on writing aspects based on the rubric
adapted from (Jacobs et al 1981:90) was done. From the graph plotted, it can be seen
that each aspect has increased compared to the pre – test. The content has increased
about 7 %, the organization has increased about 17 %, the vocabulary increased about
5 %, the language increased about 3% and the mechanics increased about 3%. The
organization aspect has increased drastically among others. Compared to their pre –
 29

test, the students were able to organize their points and paragraph in the essay with the
use of mind mapping technique. As an example, the students were able to organize
their starting points well until the ending points and each point was drafted in a
different paragraph neatly. The intermediate and weaker students were also able to do
this well and neatly. The good proficiency students were able to organize the
paragraph in terms of writing the topic sentence first, explanation and with example as
well. All these were taught to them during the treatment phase. Secondly, in terms of
content the good proficiency students were able to brainstorm more content for the
essay topic given and brief it in depth. As for the intermediate and low proficiency
students they faced difficulty to brainstorm the points for the essay topic given hence,
the content in the essay was very poor. This is the reason the content increased only
about 7%. Thirdly, is the vocabulary. The students had limited knowledge of
vocabulary and they tend to use wrong word choice. As for the intermediate and low
proficiency students, their usage of word in the majority of sentence is either confused
or obscured. Other than that, the students also repeated the same word many times
rather than using synonyms. As for the language and mechanics, both has increased
the same. In terms of language, the students did mistakes in their sentence
constructions such as the usage of articles, pronouns and tenses. Regardless, the
proficiency level of the students everyone did this mistake. Some of the students had
minor mistakes and majority of them had major mistakes. Majority of them did
mistakes in the usage of tenses and articles in a sentence. Hence, that is the reason it
only increased about 3%. Lastly, in terms of mechanics, majority of them did
mistakes. As we all know, it is common among students to make mistakes in term of
mechanics regardless the level of the students. Majority of the students did careless
mistakes such as capitalization and punctuation errors in both pre – test and post –test.
From all the elements that have been discussed above it can be said that the teachers
should also focus on the grammar and the mechanics in the essay rather than fully
focusing on the mind mapping to get a good result/ findings for the future study.

To investigate the second research question which is to investigate the self –

efficacy of the students in writing the descriptive essay using the mind mapping
technique was interpreted using the item analysis in the findings section. According to
the analysis done in table 4.4 it can be said that majority of them has agreed that the
 30

mind mapping technique was effective to write descriptive essay. The discussion for
each item is as below:

Item 1 (Writing interesting and appropriate response)

Among the 30 students, majority of them were able to write an interesting and
appropriate response only a few were not able to do it. They were good in writing
interesting content but they had mistakes in terms of language and mechanics. The
students need more practice in language and mechanics as well.

Item 2 (Covering all the information)

Majority of the students were able to cover all the information listed out in the
mind map in their essay. This is because during the treatment phase they were taught
on constructing simple sentences using the information. Most of them were able to do
it while a few low proficiency students were not able to cover all the information due
to time limit and they had no idea to construct sentences.

Item 3 and 4 (Using and matching appropriate style of writing)

As for this majority of the students were able to write the descriptive essay in
an appropriate style. As an example, most of the students were able to write the
descriptive essay appropriately according to the topic given which is describing about
their best friend. They were able to describe about their friends well in the essay.

Item 5 and 6 (Generating and Thinking of Ideas rapidly and easily)

Majority of the students have agreed that they were able to think and generate
ideas easily in the mind map and their essay as well. The students were taught to use
“WH” – questions to generate and think of ideas for their essay. Hence, all level of
students were able to do it.

Item 7 (Writing the essay without any difficulty)

The students agreed that they did not face any difficulties to write their
descriptive essay compared to before they were taught this mind mapping technique
with “WH – questions. This is because by asking “WH” – questions they were able to
draft more points easily regardless the level of the students but some of the students
were very poor in constructing sentences and putting their ideas in a sentence as well.
 31

Item 8 and 9 (Finding and justifying ideas with examples)

As mentioned above, the students were able to find and justify their ideas that
they listed out in the mind map using the “WH” – questions. Hence, majority of them
were able to do this but the low proficiency students faced difficulty to justify their
ideas in the essay.

Item 10 and 11and 27 (Usage of grammatically correct sentences and complex

language)

As for both this item, the good proficiency students agreed to this statement
and were able to write grammatically correct sentences in the essay and also were able
to use complex language without any error. As for an example, the students used
tenses, articles and other grammar elements correctly in the sentences. The low
proficiency students faced difficulties to use the grammar and complex language
correctly in their essay since they have very poor English background. They hardly
construct simple sentences correctly.

Item 12, 13, 14 and 15 (Mechanics)

Mechanics is one of the common mistakes that all of us do. The students had
this mistakes in their essay such as spelling of the word, punctuation, wrong sentence
structures, and capitalization. The students have knowledge in this but due to their
careless mistakes they tend to do all these mistakes. The low proficiency students
disagreed that they were not able to spell most of the words correctly in their essay.

Item 16 (Using the structures accurately)

Minor group of students agreed that they were able to use the structures they
learned in the class accurately in their essay whereas the intermediate and low
proficiency students were not able to use this correctly. During the treatment phase,
the students were taught to use the formula (Subject + Verb + Adjective) to form
simple sentences. The good proficiency students were able to use this while low
proficiency students were not able to follow this since they had very low knowledge
on grammar elements.

Item 17, 18 and 19 (Idea linking, Using of transition words and connectors)
 32

Majority students agreed that they were able to link their ideas well in essay
using the transition words and connectors that were taught during the treatment phase.
Hence, the students felt it easy to write all the points in their essay.

Item 20, 21 and 24 (Usage of vocabulary and synonym)

The good proficiency students were able to use the variety of vocabulary and
synonym in their essay rather than repeating the same word again and again while the
low proficiency and intermediate students were not able to do this since they have
very less knowledge in grammar and vocabulary as well.

Item 22 and 26 (Writing a brief overview and defending point of view)

The good students were able to write a brief overview but they were not too
good enough in defending the point stated. The rest of the students wrote their
overview but it was not too brief enough. This is due to lack of ideas to explain it.

Item 23, 25 and 28 (Fulfilling the task within the time limit)

Majority of the students were able to complete the task given within the time
given for them since all the points have been listed out in the mind map. This saves
their time in brainstorming ideas. Only a few low proficiency students were not able
to do complete it within the time frame due to the time taken to construct sentences
and brainstorming ideas.

As overall, it can be said that the majority students’ self – efficacy was
improved in writing descriptive essays with the help of mind mapping technique. This
is said so because in most of the item majority of the students have agreed that they
were able to do it. This research is in align with Beena Vijayavalsalan (2016) who
conducted a study on “Mind mapping as a strategy for enhancing essay writing skills”.
According to that study, the author implemented this strategy to learn foreign
language as well as writing skills whereas in this study the strategy was used for
second language which is English. The researcher has conducted this study for
undergraduate students in university while this study has used school students as the
sampling. The instruments used by the researcher was same as this study. Based on
the researcher’s study, the findings have proved that drafting an essay writing by using
the mind mapping technique enhanced the undergraduates’ writing in their
 33

assignments, and also making essay writing easier whereas in this study it has also
showed a significant result where students have improved in their essay writing with
the use of mind mapping technique.
 34

CHAPTER 5

CONCLUSION

5.1 CONCLUSION

According to the result of this study, it can be summarised that the mind
mapping technique was an effective technique in writing descriptive essay for the
form 1 students (1 Earth) in SMK Bandar Sunway. Before this mind mapping
technique were taught the students faced difficulty in developing the ideas, organizing
their points and time limit but once the students were taught this mind mapping
technique using the “WH” - questions during the treatment phase, they were able to
brainstorm their ideas faster, expand their ideas well and organize their points well
too. The good proficiency students were able to do adapt this technique and write their
essay well whereas the intermediate and low proficiency students faced slight
difficulties in writing their essay such as time limit, grammar, language and
vocabulary. In common, all the students were able to brainstorm their ideas fast and
well using ‘WH” –questions in the mind map and organize it in their essay very well
according to paragraphs.

5.2 RECOMMENDATION

1. The students should be given more grammar and vocabulary exercises before
implementing this technique so all level of students will be able to write the
essay well.
35
 36

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