The Use of Mind Mapping to Teach Reading Comprehension

Saori, Sopian

doi:10.33394/jollt.v8i2.2483

Cited by 12 publications

(13 citation statements)

References 5 publications

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“…The act of asking questions could help the teacher and the students involve actively in the lessons and motivate them to keep thinking (Meng et al, 2012). Saori (2020) revealed that reading activities need learning activities that promote HOTS among students. Students are required to practice and explicitly apply the level of thinking from the i-THINK Mapping (Hassan et al, 2016), and thinking maps are effective in fostering students' interest (Kumari & Kumari, 2013).…”

Section: Discussionmentioning

confidence: 99%

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Sharif

Singh

Ong³

et al. 2023

SiELE

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This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.

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Section: Discussionmentioning

confidence: 99%

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Sharif

Singh

Ong³

et al. 2023

SiELE

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“…There are no studies in the literature in which the study variables are included together. However, there are studies in the literature examining the effects of mind mapping on variables associated with these variables (Al-Jarf, 2011;Brinkmann, 2007;Buran & Filyukov, 2015;D'Antoni, 2009;Dhindsa et al, 2011;Erdem, 2017;Ismail et al, 2010;Parikh, 2016;Saori, 2020;Sarıpınarlı, 2018;Shihusa & Keraro, 2009;Stankovic et al, 2011;Thi Van Anh, 2020;Tucker et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Using the Mind Mapping Method in Web-Based Teaching: Pre-Service Teachers' Metacognitive Learning Strategies and Self-Directed Learning Skills

Gündüzalp

2023

Kuramsal Eğitimbilim

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The study was carried out to determine the effects of the mind mapping method in web-based courses on students' metacognitive learning strategies and self-regulated learning skills and to determine the students' views on this.The study findings showed that there was a significant difference between the pretest and posttest scores of the students in the experimental group regarding their metacognitive learning strategies and self-regulated learning skill levels. In addition, it was understood from the study findings that there was a significant difference in favor of the experimental group between the scores of the experimental and control groups regarding metacognitive learning strategies and self-regulated learning skill levels. On the other hand, the findings on student opinions showed that students generally had positive opinions about the mind mapping method. In addition, it was understood from the findings of the students' opinions that the use of the mind mapping method had significant contributions to the students' metacognitive learning strategies and self-learning skill levels. Considering the results of this study, the use of the mind mapping method in web-based courses significantly supported the metacognitive learning strategies of the students and contributed positively to the increase in self-learning skill levels.

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“…According to Setianingsih et al' thinking processes, wherein they are asked to move from one topic to another. This concept was also cited by Saori, S (2020), indicating that the use of mind mapping significantly affects students' reading comprehension.…”

Section: Introductionmentioning

confidence: 95%

Project SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to Develop Student’s Metacognition

TOBILLA

2023

SciEd

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The study aimed to determine the effect of PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to develop student’s metacognition. Specifically, it sought to answer the to what extent do student's manifest metacognition as they engage in PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps. The study was conducted at Luis Aguado National High School in Trece Martires City, Cavite, Philippines. The study participants were 40 students under control group and 35 under experimental group, 75 from Grade 7, 8, 9 and 10. They were carefully chosen students based on the overall reading level -a joint and partnership effort with English teachers to determine the probable respondents and categorized as frustrated students. It has been a combination of qualitative research and quantitative research. Being a qualitative study, triangulation was done via interviews, and documentation of the students’ reflections and feedback about the compensatory interventions. As researchers, observation was done during the activity, and this was recorded in the Learner’s Progress Monitoring Report. All clarifications as to what the students are thinking and doing were recorded. In addition, some sessions were also recorded and accomplished the document analysis. Quantitative analysis was used to determine if there is a significant difference in the achievement level and metacognition of the students before and after engagement to Project SWORD-MMs as compensatory intervention. The present study has attempted to intensify collaboration and peer tutoring among science teachers to transform and develop the potential and skills of learners. The identified students under frustration level were promoted into instructional and independent level. They were able to develop their science vocabulary knowledge and improve their reading comprehension and metacognition. Moreover, critical thinking and creativity as well. Finally, these significant actions were able to withstand great foundations in promoting quality and inclusive science education among our learners. As the greatest mantra of the school, Excellence, Reaching Out, Sacrifices, no learners will be left behind. Nourishing the skills and potential of the learners would greatly contribute to transforming quality education and sustainable programs for them.

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The Use of Mind Mapping to Teach Reading Comprehension

Cited by 12 publications

References 5 publications

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Using the Mind Mapping Method in Web-Based Teaching: Pre-Service Teachers' Metacognitive Learning Strategies and Self-Directed Learning Skills

Project SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to Develop Student’s Metacognition

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