META-ANALYSIS OF MIND MAPPING IN VOCABULARY LEARNING OF THE PAST DECADE

Winda Sari, Ilham Ilham, Hijril Ismail, Humaira Humaira, Rima Rahmaniah, Irwandi Irwandi

Abstract


The type of research used is meta-analysis research aimed at determining the level of effectiveness or quality of mind mapping in vocabulary learning, including at elementary, middle, high school, and college levels. This quality was examined using several previous research results that collected data with inclusion and exclusion conditions from the Google Scholar, DOAJ, and Scopus databases. The search results found up to 51 dates that met the requirements with the number of students (N), F-counts, t-counts, and r-counts. The results of data analysis obtained by the simulation software JASP showed that the impact on learning media vocabulary based on mind mapping is 73% significant, which included the High category. The moderator variable is the lowest level of education, the high impact of using mind mapping, namely the college level, with an estimate of the effect of 0.569, Based on the number of participants, the application of mind mapping has more influence on participants totaling more than 30 students with an estimate of 0.928 (strong category), while the lowest effect is seen from the number of participants who collected more than 91 students with an estimate of 0.529, meaning that this mind mapping learning model is most appropriate to be applied in high school rows with more than 30 participants in order to maximize student learning outcomes.
  

Keywords


mind mapping; vocabulary; level education.

Full Text:

PDF

References


Abduramanova, D. V. (2020). Innovative techniques of teaching vocabulary in the second language classroom. Science and Education, 1(2), 34–38.

Afriansya, I. (Irfan). (2019). The effectiveness of mind mapping technique to teach students' speaking ability at the tenth grade students of Sman 1 Jatiwangi in the Academic Year 2017/2018. Journal of English Language Learning, 3(1), 318830. https://www.neliti.com/publications/318830/

Afzal, N. (2019). A study on vocabulary-learning problems encountered by BA English majors at the university level of education. Arab World English Journal, 10(3), 81–98. https://doi.org/10.24093/awej/vol10no3.6

Al-Jarf, R. (2015). A model for enhancing EFL freshman students’ vocabulary with mind-mapping software. The Journal of Teaching English For Specific and Academic Purposes, 3(3), 509–520.

Al Shdaifat, S., Al-Haq, F. A. A., & Al-Jamal, D. (2019). The impact of an E-mind mapping strategy on improving basic stage students’ english vocabulary. Jordan Journal of Modern Languages and Literatures, 11(3), 385–402.

Alhajaji, B. H., Algmadi, J. S., & Metwally, A. A. (2020). Exploring the success of GMT technique: Games, mind-mapping, and twitter hashtags in teaching vocabulary in EFL higher education environment. International Journal of Higher Education, 9(3), 290–299. https://doi.org/10.5430/ijhe.v9n3p290

Alwattar, N. Y., & Al-Balhan, E. M. (2018). The effectiveness of the e-mind mapping strategyfor sixth-grade students’ achievement level in learning arabic vocabulary in Kuwait. New Educational Review, 53(3), 115–125. https://doi.org/10.15804/tner.2018.53.3.10

Ansi, R. Y., & Sambayu, H. (2020). The effectivness of schemata technique in speaking skills to grade VIII students at Mrs. Nurul Hikmah Tinjowan in school year 2019/2020. Jurnal Pionir LPPM Universitas Asahan, 7(3), 110–120.

Badr, H. M., & Abu-Ayyash, E. A. S. (2019). Semantic mapping or rote memorisation: Which strategy is more effective for students’ acquisition and memorization of L2 vocabulary? Journal of Education and Learning, 8(3), 158–174. https://doi.org/10.5539/jel.v8n3p158

Basuki, Y., Damayanti, A., & Dewi, S. U. (2018). Vocabulary coursebook for EFL learners of higher education in Indonesia. International Journal of Education and Literacy Studies, 6(4), 122-130. https://doi.org/10.7575/aiac.ijels.v.6n.4p.122

Cao, D., & Ismail, L. (2022). Effect of vocabulary mind mapping through Youdao Dict. on vocabulary learning of undergraduates with high and low motivation. Linguistics and Culture Review, 6(August), 603–621. https://doi.org/10.21744/lingcure.v6ns2.2201

Delatu, T. A., Wowor, D. J., & Kamagi, S. (2020). Increasing student vocabulary by using mind Mapping technique at SMPN 2 Bitung. E-Clue Journal of English, Culture, Language, Literature, and Education Published by English Education Department Faculty of Languages and Arts, 8(2), 88–96.

El-beltagy, A. E. (2019). Using ecletic teaching strategies to develop English speaking skills among EFL prepatory stage students. Joumal of University Performance Development (JUPD), 8(2), 43–61.

Elkareem, A., Abed, G., & Hazaimeh, E. Al. (2019). Effectiveness of Electronic concept maps in improving speaking skills among third primary grade in both Taibeh and Westieh Brigades in Irbid governorate. Journal of Advances in Education and Philosophy, 3(5), 204–211. https://doi.org/10.21276/jaep.2019.3.5.2

Hakim, L. (2022). Implementation of mind mapping technique in teaching vocabulary. International Journal of Multicultural and Multireligious Understanding, 9(3), 73–81.

Hanjani, A. M. (2018). Applied research on English language vocabulary learning. Applied Research on English Language, 7(2), 273–292. http://uijs.ui.ac.ir/are

Hashemi, A. (2021). The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students. Journal for the Education of Gifted Young Scientists, 9(June), 181–191. https://doi.org/10.17478/jegys.846480

Heidari, A. A., & Karimi, L. (2015). The effect of mind mapping on vocabulary learning and retention. International Journal of Educational Investigations, 2(12), 54–72.

Khalil, A. H., Nagar, B. E. D. E. El, & Awad, M. A. E. M. (2019). The effect of active learning on developing the EFL speaking skills of the saudi kindergarten students in Saudi Arabia. International Journal of Humanities and Social Science, 14(3), 103–116. https://doi.org/10.30845/ijhss.v9n11a9

Khodabandeh, F. (2021). The comparison of mind mapping‐based flipped learning approach on introvert and extrovert EFL learners’ speaking skill. Iranian Journal of English for Academic Purposes, 10(1), 35–53. http://journalscmu.sinaweb.net/article_126314.html

Khudhair, N. K. (2016). The impact of applying mind mapping technique as a pre- writing tool on EFL college students in essay writing. J. Of College Of Education For Women, 27(1), 426–436.

Kim, S., & Kim, M. (2012). Kolb’s learning styles and educational outcome: Using digital mind map as a study tool in elementary English class. International Journal for Educational Media and Technology, 6(1), 4–13.

Kusuma, E. (2015). The effect of mind mapping techniques on the vocabulary mastery of second grade students of elementary school. Wahana, 65(2), 83–87.

Liu, G. (2016). Application of mind mapping method in college English vocabulary teaching. Open Journal of Modern Linguistics, 06(03), 202–206. https://doi.org/10.4236/ojml.2016.63021

Luangkrajang, M. S. (2022). Use of mind-mapping in language learning: A cognitive approach. Theory and Practice in Language Studies, 12(8), 1616–1621. https://doi.org/10.17507/tpls.1208.18

Masoud, H., & Ibrahim, O. (2017). The effectiveness of using an e-mind mapping software based program in developing faculty of education 2nd year English majors’ vocabulary acquisition and use. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 177–224. https://doi.org/10.21608/jrciet.2017.24441

Megawati, M., Yuliwati, Y., & Harimurti, E. R. (2021). The effect mind mapping technique and vocabulary mastery on student’s writing skill. Journal of English Educational Study (JEES), 4(1), 1–10. https://doi.org/10.31932/jees.v4i1.793

Nia, N. Y., & Pratama, P. (2019). Teaching reading comprehension by using mind mapping technique. English Empower, 4(1), 22–30. https://ejournal.unitaspalembang.ac.id/index.php/eejll/article/view/142

Noprianto, E., & Purnawarman, P. (2019). EFL students’ vocabulary learning strategies and their affixes knowledge. Journal of Language and Linguistic Studies, 15(1), 1–14. https://doi.org/10.17263/jlls.547730

Octaviana, I. T., Rahmah, R. E., & Puspitasari, D. (2019). The use of codenames game to help students in learning vocabulary. Vision: Journal for Language and Foreign Language Learning, 8(2), 102–117. https://doi.org/10.21580/vjv8i23770

Octaviani, R., Handayani, I., & Hamer, W. (2019). Applying board race game to increase students’ vocabulary mastery in Uttayan Suksa Krabi School, Thailand. Journal of English Education Studies, 2(2), 101–110. https://doi.org/10.30653/005.201922.40

Otto, P. (2021). Choosing specialized vocabulary to teach with data-driven learning: An example from civil engineering. English for Specific Purposes, 61, 32–46. https://doi.org/10.1016/j.esp.2020.08.003

Panggabean, W. S., Lubis, F., Lubis, R. F., Agama, I., Negeri, I., & Padangsidimpuan, I. (2019). Mind mapping on students’ writing descriptive text. Iain Padang Sidimpuan, 07(02), 1–11. http://jurnal.iain-padangsidimpuan.ac.id/index.php/EEJ/article/view/2233

Prabha, A., & Abdul Aziz, A. (2020). Effectiveness of using poly category mind map for vocabulary development. Arab World English Journal, 11(2), 214–231. https://doi.org/10.24093/awej/vol11no2.15

Putra, P. P. (2012). The use of mind mapping strategy in the teaching of writing at SMAN 3 Bengkulu, Indonesia. International Jurnal of Humanities and Science, 2(21), 60–68.

Rahayu, A., Salim, A. Bin, & Natsir, R. Y. (2019). The effectiveness of mind mapping technique to improve the students’ speaking skill at the eleventh grade of SMA Muhammadiyah 1 Unismuh. Jurnal Keguruan Dan Ilmu Pendidikan (JKIP), 6(2), 225–233.

Ratu, H., Negara, P., & Sucipto, L. (2022). Perbandingan hasil belajar berdasarkan penggunaan software Maple dan Geogebra: Sebuah meta analisis. JUSTEK : Jurnal Sains Dan Teknologi, 5(1), 1–10.

Respati, H. R., & Nur, M. R. O. (2019). Word of the day on dictionary.com how future teachers help students’ in vocabulary learning? 3rd English Language and Literature International Conference (ELLiC), 3, 101–108.

Riska. (2019). Using mind mapping to teach speaking skill to the tenth grade students of MAN Palopo. In IAIN Palopo (Vol. 8, Issue 5).

Sabri, M. M. Z., Pratolo, B. W., & Basopi, P. (2019). How daily code mixing becomes a new strategy for teaching vocabulary mastery. Journal of Education and Learning (EduLearn), 13(4), 534–542. https://doi.org/10.11591/edulearn.v13i4.13372

Muhammad, F. S, Elshazly, Y., Ellatif, A., & Ali, H. A. E. M. (2019). Using mind mapping as a visual literacy technique for developing EFL vocabulary learning among primary school pupils. Journal of Faculty of Education, 30(1), 75–90. https://doi.org/10.21608/jfeb.2019.61282

Saed, D. H. A., & Omri, D. H. A. Al. (2019). The effectiveness of a proposed program based on a mind mapping strategy in developing the writing achievement of eleventh grade EFL students in Jordan. Education and Practice, 5(18), 88–110.

Sahrawi. (2013). The effectiveness of mind mapping for teaching vocabulary to the eighth grade students of SMP Negeri 3 Sungai Kakap in academic year 2013/2014. Jurnal Pendidikan Bahasa, 2(2), 236–247.

Selvarajasingam, S., Nair, S. M., & Wider, W. (2021). The effects of utilizing i-think mind map in teaching short stories. International Journal of Arts Humanities and Social Sciences Studies, 6(9), 2582–1601.

Setianingsih, T., Rosihan, M., & Pardani, S. (2019). The use of mind mapping to improve motivation in learning vocabulary of second grade students at MTS NW Mipalah Praya. Journal of Languages and Language Teaching, 6(2), 125–133. https://doi.org/10.33394/jollt.v6i2.1264

Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal KATA, 1(2), 182-190. https://doi.org/10.22216/jk.v1i2.2136

Syafrizal, S., Fitriani, U. I., & Gailea, N. (2018). The effectiveness of using mind mapping strategy and making inference toward students’ vocabulary achievement. International Journal of English Literature and Social Sciences, 3(4), 638–648. https://doi.org/10.22161/ijels.3.4.22

Waloyo, E. (2017). The implementation of mind mapping technique in teaching writing: A case study at Man 13 Jakarta. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 2(1), 72-82. https://doi.org/10.24235/eltecho.v2i1.1596

Wikandari, Y. D. (2022). The strategy of mind mapping towards teaching reading comprehension of the eleventh grade students. Journal of Diversity in Learning, 2(1), 194–202.

Wu, T. T., & Chen, A. C. (2018). Combining e-books with mind mapping in a reciprocal teaching strategy for a classical Chinese course. Computers and Education, 116, 64–80. https://doi.org/10.1016/j.compedu.2017.08.012

Zahra, T. (2015). Male learners vocabulary achievement through concept mapping and mind mapping: differences and similarities. Educational Research and Reviews, 10(7), 790–798. https://doi.org/10.5897/err2015.2158




DOI: https://doi.org/10.25134/erjee.v11i2.7610

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 English Review: Journal of English Education