2.2.3.

1 Writing skill

Thanks to its overwhelming benefits, the Mind Map method has been efficiently
employed in learning languages. According to Yunus and Chien (2016), the majority
of the students gain wholly positive perspectives into the employment of Mind Maps
in their writing skill improvement since it helps them plan their article structures
logically, creating more precise ideas and subtopics.

Moreover, experiments on the effect of a mind mapping software on EFL

freshman students’ writing skills were conducted in 2009 by Reima found that
student’s capacity to comprehend, visualize, and organize their thoughts has been
significantly improved as a result of the implementation of mind mapping software. It
brought the subject matter to life and brought it to a new degree of vividness. Mind
mapping had a favorable impact on both average and high-achieving students, as well
as the ones with the lowest achievement levels. Students’ writing speed and efficiency
improved as a result of using mind mapping software, while their ability to focus on
specific topics was also enhanced.

2.2.3.2 Listening skill

On the issue about the effect of mind mapping on listening comprehension and
vocabulary in early childhood education, based on the results of a quasi-experimental
study with a pre-posttest design carried out by Koster et al (2017), when compared to
the control condition, the results indicated that mind mapping had a substantial
favorable effect on listening comprehension F(1,36)=5.88, p=.02. As a consequence, it
implies that mind mapping may be an effective strategy for enhancing preschoolers’
listening comprehension.

2.2.3.3 Reading skill

Mohammad (2018) conducted research on the impact of electronic mind maps on

students’ reading comprehension and found out that there was a statistically
significant difference in mean reading comprehension post-test scores between the
control and experimental groups, with the experimental group outperforming the
control group. The experimental group's improvement in reading comprehension
might be ascribed to the usage of electronic mind maps in comprehending, analyzing,
and comprehending the texts' major and sub-concepts. Furthermore, the study also
revealed that L1 was used considerably in speaking lessons by both lecturers and
students which brought about students’ indolence to think 11 and convey messages in
English. The mind map had been used to activate the two hemispheres of the brain,
which was commonly believed to behave in a similar manner to the way the brain
functions. As opposed to the typical linear thinking method, the content was presented
in a way that made it easier for the brain to read and retain the information.
Additionally, students in the experimental group gained knowledge and skills in
analyzing, organizing, and developing concepts, which assisted them in improving
their reading comprehension.

2.2.3.4 Speaking skill

Frederika (2014) also demonstrated that students' speaking abilities increased as a

result of the Mind Mapping Technique. To clarify, according to the result of the total
calculation of pre-test and post-test in the experimental group, students accomplish up
to 15.95 percent of their potential. There are eight students who earned a C and 18
students who received a B. Despite this, nine students obtain a B on the post-test,
whilst seventeen students receive an A. In this study, the findings imply that applying
the mind mapping approach to treat students' speaking abilities can result in a
significant increase in the students' capacity to communicate effectively. Mind
mapping may be readily comprehended by pupils when material is organized, visuals
and symbols are used, and abbreviations are used instead of complete words rather
than in sentences.

Grammar skills

Firstly, Wang (2019) conducted research on the application of the mind map in
English grammar teaching. When it comes to improving student retention of
grammatical skills and increasing learning efficiency, the author finds that using a
mind map is a particularly beneficial method. The study emphasized that by applying
a mind map during the teaching process, students may comb through a vast number of
information points in a logical manner. Students' learned grammatical knowledge can
be intuitively described and displayed through the use of a mind map. The Mind map,
which is made up of images, colors, and lines, can be used to uncover the relationships
between the grammatical knowledge points. Secondly, the effect of using the mind
mapping technique on the mastery of grammar among tenth graders in Gaza
Governorates were conducted in 2014 by Harbi found that The experimental group's
levels of grammatical mastery were much higher than those of the control group while
using the Mind Mapping Technique. 67 tenth graders (34 in the experimental group
and 33 in the control group) enrolled in governmental schools in the North
Governorate of Gaza were chosen to do the research instruments. Statistical analysis
revealed that the outcomes of the pre and post tests were significantly different at level
(0.05) as a result of the usage of Mind Mapping in teaching 10th grade grammar. In
other words, the Mind Mapping technique improves tenth-grade students' capacity to
understand and use English grammar. On the issue about the effect of using mind
mapping technique on the seventh-grade students’ tense achievement, based on the
results of the study with a pre-posttest design carried out by Suseno (2014), students
in SMP 06 Diponegoro Wuluhan Jember's seventh grade used mind mapping to
significantly reduce their anxiety about schoolwork in the 2012/2013 academic year.
The mind mapping technique was also 9.36 percent more effective than the lecture
technique This indicates that the experimental students fared better than the control
students on the posttest. Seena (2018) examined the influence of using mind map
technique towards students’ simple present tense mastery at the first-grade. Students
in first grade of the first semester at Prasanwittaya Mulniti secondary school, Pattani,
Thailand, were tested to see if using mind maps improved their understanding of the
simple present tense. The study took place during the 2017/2018 academic year and
found that using mind maps improved students' understanding of the simple present
tense. When comparing the experimental and control groups, the average post-test
score in the experimental group was 78.18, while the average post-test score in the
control group was 75.15. In other words, the post-test results of experiment students
were found to be higher than those of students in the control class, according to the
findings.

Moreover, there is another way to categorize English tenses rather than using the
concept of simple and compound tense. According to , it is possible to refer to the
past, present, or future using the concept of time, also known as tense, in the English
language. Each tense includes a subcategory termed feature, which refers to the
duration of time between occurrences of the tense in question. Simple, Progressive,
Perfect, and Perfect Progressive are the four unique aspects of English. The Simple
aspect does not tell when an event begins or finishes; rather, it indicates whether an
event happens or does not occur in the first place. The Perfect feature shows that the
event's finish is already known, and it is used to draw attention to the completion of
the event. It is indicated by the Progressive element that an event is presently taking
place. It is possible to use the Perfect Progressive feature to show that an event has
occurred/had occurred and is now occurring/was currently occurring at a specified
time.

Past time show events and activities that already happened, were happening at
the time or happened before other events and activities:

(1) Emily took shower at 6 a.m.

(2) Emily was doing homework when I came.

(3) James had hit the gym before he hung out with his friend

While in (1), the act of taking shower was finished as it occurred at 6 a.m. that
day, in (2), the act of doing homework occurred concurrently with the act of visiting
Emily. Example (3) demonstrates that the act of hitting the gym preceded the act of
hanging out with his friends
 In terms of length, an event, situation, or activity may have continued to exist
in the present because it was completed without reference to the past, or as a recurrent
action. Alternatively, the event, circumstance, or action began in the past and
continues into the present and may continue into the future, for example:

(4) Emily has finished drawing

(5) Emily has had Indian food three times.

(6) Emily has learned English for three years.

In (4), although the act of drawing was accomplished in the past, the particular time
frame within which it occurred is uncertain. In (5), the act of having Indian food has
been performed three times, whereas in (6), the act of learning English has continued
to hold true.

During the course of a speech or writing session, a scenario, event, or action may take
place. It happened at some time in the past, yet it is still happening right now. It is
currently in the process of being completed.

(7) Emily is playing guitar.

Unlike example (4), which implies that an activity has been accomplished. In (7),
playing guitar is still taking place. It hasn't been finished yet.

The future time encompasses both the future and current tenses. The present tense is
frequently used to allude to an event, situation, or action, particularly when discussing
the immediate anticipated future.

(8) Emily flies to New York tomorrow.

In this example, we utilize the simple present tense in order to allude to an upcoming
formal event. Moreover, a future timeline is a description of an event, circumstance,
or action that will take place at some point in the future or that includes present-day
goals, promises, spontaneous decisions. For example:

(9) Emily will organize a party next week.

(10) (Hearing the ringing of the landline) Emily says to his friends: ―I‘ll pick up the
phone.

Looking closely at Example (9), it is clear that the act of organizing a party has not yet
taken place, but it will take place seven days from now. Immediately after hearing the
ringing of the landline in (10), Emily takes a decision.

3.6 Reliability and Validity

Validity, reliability, and objectivity are some of the criteria used to evaluate
research tools. The validity of an instrument must always be evaluated in the context
of the researcher's beliefs about specific regions or topics, according to Fraenkel &
Wallen (1996). In another way, the researcher requires tools to corroborate results
about the people under investigation's characteristics (perceptions and attitudes).
Before being delivered to the sample, the questionnaires were pre-tested to address
critical issues with research instruments such as validity and reliability. The researcher
used closed-ended questionnaires to validate the data, which reduced the chances of
respondents supplying false information. This was done to emphasize any unclear or
poorly phrased questions and see if the responders' directions were clear. As a result,
the data was both genuine and trustworthy.