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Daniel O'Hara
Widya Mandala Catholic University Surabaya
Indonesia

Bartolomeus Budiyono
Widya Mandala Catholic University Surabaya
Indonesia

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Keywords Early Childhood teachers, readiness and involvement, online learning English vocabulary, Quizlet, students’ attitudes ICT, ICT literacy, TPACK, English teaching, generation Z Intelligence Quotient (IQ), Emotional Quotient (EQ), Spiritual Quotient (SQ), Speaking Proficiency, Indonesian Adults. Speaking, Textbook, Content Feasibility causal-comparative cloze technique distance learning, early childhood, early childhood education teacher eleventh graders higher-order thinking intermediate listening junior high school language learning strategies, high achievers, low achievers online learning reading ability reading comprehension questions reading proficiency self-efficacy students’ perspectives writing self-efficacy young learners, speaking, role-play
Home > No 45 (2019) > O'Hara

USING MIND MAPPING TO IMPROVE ARGUMENTATIVE WRITING SCORE OF ELEVENTH GRADERS

Daniel O'Hara, Bartolomeus Budiyono

Abstract


This study used a classroom action research design. It aimed at identifying the improvement of argumentative essay scores of eleventh graders of Elyon Christian School Surabaya in the 2013/2014 academic year through mind mapping. Besides that, it was also conducted to describe the process of teaching writing using mind mapping to the eleventh graders. The data was obtained by giving pre-test, cycle process and post-test. The result showed that there were improvements in the students‘ argumentative essay scores. It can be seen at the average scores of the pre-test (62. 5) and post-test (85. 5). The research process took six weeks for completion, or twelve classroom meetings. It was also found that the students followed the teaching-learning process well and they showed their interest in the lesson. Based on the analysis, it was concluded that the eleventh graders of Elyon Christian School Surabaya improved their argumentative essay writing score through the mind mapping technique.

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DOI: https://doi.org/10.33508/mgs.v1i45.2046
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Faculty of Teacher Education
Jl. Kalijudan 37, Surabaya 60114
Email: magister-scientiae@ukwms.ac.id

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ISSN: 2622-7959

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