Author/Authors :
Othman، Yahya نويسنده Universiti Brunei Darussalam , , Othman، Azmey نويسنده Universiti Brunei Darussalam ,
Latin Abstract :
This study was conducted to evaluate the effect of using mind map on student’s performance in writing argumentative composition at one of Negara Brunei Darussalam’s Secondary Arabic School. This quasi-experimental study involved year 10 secondary school students. There were 22 students as the experimental sample group and 21 students as the control group. During the teaching and learning sessions, students from the experimental group were given treatment of using a mind map. The data was collected from the pre-and post-tests, as well as from interviewing the students. The data analysis was done using t-test and Analysis of Covariance (ANCOVA). Findings showed that there was a significant difference in the argumentative composition produced by the experimental sample group in the pre- and post- test (t = 11.346, p < 0.05). In addition, the study also found that there was a significant difference in the acquisition of all three sub-skills of writing essays in the post- test between the experimental and the control groups. The three sub-skills were, aspect mastery (t = -8.100, p < 0.05), language (t = -7.512, p < 0.05) and composition writing techniques (t = -3.858, p < 0.05). Based on these findings, it is proven that the use of mind map in the teaching and learning process raised students’ performance in writing argumentative composition.
