Enhancing Students' Procedure Text Writing Skills through the Mind Mapping Technique: A Quasi-Experimental Study

Abstract

This research aimed to investigate the effectiveness of the mind mapping technique in improving the procedure text writing skills of twelfth-grade students at SMA Negeri 1 Dondo. The study employed a quantitative quasi-experimental design, involving an experimental group and a control group selected from the MIA classes. Data were collected through pre-tests and post-tests to measure students' writing proficiency in aspects such as organization, vocabulary, grammar, and mechanics. The findings demonstrated a significant improvement in the experimental group following the mind mapping treatment. Statistical analysis revealed that the t-counted value (5.490) was significantly higher than the t-table value (1.705) at the prescribed level of significance. This confirms that the mind mapping technique effectively helps students associate ideas, think creatively, and systematically organize their sentences, thereby overcoming the challenges of monotonous learning. In conclusion, the mind mapping technique is a highly effective instructional medium for teaching procedure text writing.