THE EFFECT OF MIND MAPPING IN TEACHING WRITING SKILL ON RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS AT MTsN 2 KOTA KEDIRI

naura tamsyida, Mutiara (2025) THE EFFECT OF MIND MAPPING IN TEACHING WRITING SKILL ON RECOUNT TEXT FOR THE EIGHTH-GRADE STUDENTS AT MTsN 2 KOTA KEDIRI. Undergraduate (S1) thesis, UNUVERSITAS ISLAM NEGERI SYEKH WASIL KEDIRI.

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Abstract

ABSTRACT Mutiara Naura Tamsyida. (2025). The Effect of Mind Mapping in Teaching Writing Skill on Recount Text for the Eighth-Grade Students at MTsN 2 Kota Kediri. Thesis. Department of English Language Education. Faculty of Tarbiyah. State Islamic University Syekh Wasil of Kediri. Advisor: (I) Dr. Sri Wahyuni, M.Pd., (II) Yogi Rohana, M.Pd. Keywords: Writing skill, teaching writing, recount, mind mapping, outline. Writing is a crucial linguistic skill that enables students to convey information and communicate ideas effectively in written form. However, many eighth-grade students still experience difficulties in organizing and developing ideas when writing recount texts. These problems often result in unclear content and poorly structured writing. Therefore, this study aims to investigate the effect of the mind mapping technique on students’ recount text writing skills among eighth-grade students at MTsN 2 Kota Kediri. This study employed a quasi-experimental design involving two classes, each consisting of 36 students. Class VIII-G was assigned as the experimental group, while Class VIII-K served as the control group. The research was conducted over six meetings, including a pre-test in the first meeting, four treatment sessions, and a post-test in the final meeting. The experimental group was taught using the mind mapping technique, whereas the control group received instruction through the outlining technique. Students’ writing performance was assessed based on content, text structure, and language features. The results indicated that the experimental group achieved greater improvement than the control group, with a higher post-test mean score (86.56) compared to that of the control group (75.61). The Mann–Whitney U test revealed a statistically significant difference between the two groups, as shown by an Asymptotic Sig. (2-tailed) value of 0.005, which is lower than the 0.05 significance level. Therefore, the null hypothesis (H₀), which states that there is no significant difference in recount text writing skills between the two teaching approaches, is rejected. These findings confirm that mind mapping is more effective than outlining in improving students’ ability to organize ideas and produce coherent recount texts.

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