Using Mind Mapping Learning Methods for Children’s Language Skills

Abstract

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods
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The Use of Mindmaps and its Effectiveness in ELT: A Systematic Review

“…The potential benefits of mind maps in education have received increasing attention in recent years. Research shows that mind maps can encourage active learning, improve memory, and facilitate critical thinking skills by presenting information in a visually organized and non-linear way (Rezapour-Nasrabad, 2019;Sitti Rahmaniar Abubakar et al, 2021). This approach is in line with current pedagogical trends that emphasize learner engagement and knowledge construction.…”

“…Discoveries from the ponders surveyed reliably highlight the positive effect of intellect maps on different perspectives of dialect learning. Specifically, mind maps have been shown to increase vocabulary acquisition (Albakia et al, 2023;Suhendra et al, 2019), improve reading comprehension (Pardede, 2019), facilitate the organization and coherence of writing (Krisnawati et al, 2023;Wangmo & Chalermnirundorn, 2018), and increase students' motivation and engagement in reading (Sitti Rahmaniar Abubakar et al, 2021). These findings are in line with cognitive theories such as constructivism and schema theory, which emphasize the importance of meaningful relationships and organizing knowledge for effective learning.…”

Effectiveness of Mind mapping in Science Teaching among 8th grade Students

“…A rising body of research has discovered the use of mind-mapping techniques and activities to increase student learning with engagement in science, particularly both at secondary and elementary levels. Mind mapping visually represents concepts and their relationships through a central node that branches out into hierarchical or associative connections formed by keywords, images, symbols, and color (Tony & Buzan, 1993;Abubakar, et al, 2021) Studies reveal mind mapping facilitates critical and creative thinking while better integrating new information by aligning with the brain's inherent radially organized data storage capacities (Polat & Yavuz, 2022) There are different studies indicated a statistically significant impact from mind mapping exercises on students' Science achievement gains, and conceptual understanding and as compared to more traditional teaching techniques In an experimental study by Devita et al (2018) with students of fifth grade, found 83% post-test scores for the mind map group compared to 74% in control groups. Others have explicitly shown mind mapping increases understanding and retention of challenging concepts like genetics or inquiry processes.…”