Creative Education, 2022, 13, 2730-2743
https://www.scirp.org/journal/ce
ISSN Online: 2151-4771
ISSN Print: 2151-4755

Application of Digital Mind Mapping(MINDOMO) in Improving Weak Students’
Narrative Writing Performance
Lavanya Vejayan1,2 , Melor Md. Yunus1
Universiti Kebangsaan Malaysia, Bangi, Malaysia
SMK Kamarul Ariffin, Labis, Malaysia

1
2

How to cite this paper: Vejayan, L., &Yunus, M. M. (2022). Application of Digital
Mind Mapping (MINDOMO) in Improving
Weak Students’ Narrative Writing Performance. Creative Education, 13, 2730-2743.
https://doi.org/10.4236/ce.2022.138172
Received: June 4, 2022
Accepted: August 28, 2022
Published: August 31, 2022
Copyright © 2022 by author(s) and
Scientific Research Publishing Inc.
This work is licensed under the Creative
Commons Attribution International
License (CC BY 4.0).
http://creativecommons.org/licenses/by/4.0/
Open Access

Abstract
The English language is a widely used communicative language worldwide as
more people take up English as Second Language (ESL). English is taught in
Malaysia from the primary level until the tertiary level. However, written
communicative competence among students is still low as students could not
develop, organise and structure their written paragraphs appropriately. In linewith these, this study aims to investigate if there is a significant difference instudents’ narrative writing performances after implementing the mind map
technique. A total of 16 students were selected as research samples throughpurposive sampling. The instruments used in this study are pre-test scores,
post-test scores and semi-structured interviews. It uses descriptive analysis and statistical analysis of pre-test and post-test scores using SPSS andsemi-structured interviews, which were thematically analysed as evidence.
The findings revealed that there was a significant difference in the pre-testscore (M = 8.19, SD = 2.562) and post-test scores (13.81, SD = 3.124) given
the conditions; t (15) = −9.893, p = 0.005 which proves that students’ narrative writing performance does show improvement after comparing both the
pre-test and post-test scores using SPSS. Overall, the findings reflect a positive result.

Keywords
English as Second Language (ESL), Mind Map, Narrative Writing, Writing
Performance, Writing Skills

1. Introduction
The English language, commonly referred to as the lingua franca, is a universal
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language for people whose native or first language is not the same. It is spoken
throughout the world, and it is taught as either English as Foreign Language(EFL) or English as Second Language (ESL). Sani & Ismail (2021) concluded that
English is still relevant as a lingua franca students are expected to learn to survive the demands and the challenges of 21st-century education. Students in Malaysia learn English as a second language beginning from primary education until tertiary education. Dass et al. (2021) clarified that this is a status the English
language has held since gaining independence. To further improve the quality ofEnglish among learners, the Education Ministry introduced the Common European Framework, where the first batch of pupils involved in the implementationof CEFR sat for their Sijil Pelajaran Malaysia (SPM) in the year 2022/2023. The
Common European Framework (CEFR) consists of five components which are1) language awareness-grammar, 2) listening skills, 3) reading skills, 4) writing
skills and 5) speaking skills. The aim of this framework is to provide a moreconstructive assessment, language learning and teaching. It is crucial to encourage, promote and support the efforts of learners and educators who are constantly developing their teaching and learning based on their needs, motivations
and characteristics, with the resources available around them (Council of Europe, 2001).
Writing skills is a skill that students do not prefer. Yunus et al. (2019) mentioned that writing skill is the most minor favourite skill in the English languageas they classified it as complicating, demanding and wasting time. In order tohelp students to achieve their full linguistic potential, it is vital to identify thewriting problems. This will eventually help students convey their intended message effectively to the audience. Yulianti (2018) listed the lack of vocabulary, lackof understanding of the grammar rules and the lack of confidence as the factorsthat cause writing difficulties. Pablo and Lasaten (2018) observed that the mostevident problems in writing are the lack of ideas, usage of wrong words, poorsentence structures and absence of connectives. Habibi et al. (2017) also said thatchoice of words, organisation of ideas or sequencing and grammatical errors are
the most prominent problems in learning writing among tertiary learners. These
problems are a common problem faced by many English language teachers in
Malaysia. Yunus and Chien (2016) mentioned that students were hesitating andwere looking worried as they tried to write, thus, resulting in their points being
unorganised. They further added that despite the students having ideas to write,they are not able to convey and transform the ideas into a well-written piece oftext with proper continuity, delivery and language. These problems occur mainly
because of the lack of practice among the students. Based on these data, we cancategorise the writing problems into a few groups like the development of content, poor language use and self-belief. Thus it can be concluded that most writing problems occur during the process and practice stage and psychological elements like anxiety and motivation often accompany them.
Hence, to overcome these identified problems, the researcher chose the narrative writing type as it is relatively easier to accomplish than a more factual type
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L. Vejayan, M. M. Yunusof writing. Namasivayam et al. (2017) remark that writing is the most challenging skill to master because it challenges the cognitive system. Students need toconstruct sentences and paragraphs and simultaneously think critically to generate ideas. She further adds that writing is an indirect skill that does not require direct communication or face-to-face interaction. The thought process
enables ideas, concepts, and feelings to be presented in written form. There arevarious genres or types of writing that can be introduced to students. However,in this study, the main focus will be on narrative writing. In simple words,
narrative writing could be identified as storytelling in written form. Bruner(1991) presented that narrative writing is a recollection or interpretation of life
experiences in an organised manner, whether it is an actual event or a fictional
event.
Strategies and techniques were devised to teach narrative writing to the students successfully. Yunus et al. (2018) listed free writing, brainstorming, questioning, listing, clustering and mapping as pre-writing strategies. Mind maps are
generally used as a pre-writing strategy for generating and expanding ideas whenwriting an essay. The researcher chose the mind map technique to help students
produce a more organised and detailed essay because it provides a basic outline
before students start to write. These maps were created and believed to aid inorganising ideas in a systematic manner and promote thinking skills. Tee et al.
(2014) explained that mind maps help students think, integrate new informationand develop a conceptual schema. It facilitates learning by enhancing creativity
and makes learning easier. This can be supported by Borkar (2011) that themind map technique can be used for information retention and optimising brain
power. Not only that, but it also promotes critical thinking that leads to permanent learning and strengthens students’ idea development (Keles, 2012; Saed &Ali Al-Omari, 2014).
It is commonly known that mind maps are generally done using paper andpen or a whiteboard, depending on the teaching environment. However, due tothe ever-changing nature of the educational scene, more emphasis is being paid
to incorporating digital settings in teaching and learning. Pazilah et al. (2019)state that using technology during lessons has become significant, and it provides room for improvement in the aspect of language learning. Therefore, giventhat students are continuing their education from home due to the Covid-19
pandemic, it is a perfect opportunity to introduce a more digitalised mind mapping technique. Yunus (2018) mentioned that the usage of technological tools in
the field of Teaching English as a Second Language (TESL) is not something
new. According to Aydogdu and Guyer (2019), these computerised mind maps
are used for various functions, including communication, entertainment, learning and reading. Besides the traditional mind mapping functions, Chang et al.
(2018) explained that digital mind mapping allows students to complete andrecord information related to their studies and simultaneously promotes the integrity of their knowledge. It helps students generate ideas effectively using thestimulus they have prepared to convey the concepts in a fun and operative way.
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However, teaching writing skills during the pandemic was challenging and required extra effort. It was seemingly repetitive and was not helping students on thewhole as they were from different proficiencies. Lukas and Yunus (2021) elaborated
that moderating writing online was difficult since students had different and contrasting interests and learning styles. Thus, in this study, the MINDOMO was chosen as a learning tool to assist students with their narrative writing in the pre-writing
stage to provide a more personalised setting for their learning. MINDOMO is a
software application used for digital mind-mapping used to improve productivity,
develop ideas, and boost learning effectiveness. It promotes collaborative concept mapping, mind mapping and outlining. In short, the mind mapping technique is a fun, simple and effective way to plan, draft and produce ideas.
Therefore, to improve students’ writing performance using the mind map
technique, this study aims to1) Investigate if there is a significant difference in students’ narrative writing
performances after implementing the mind map technique and2) Examine if there is a significant effect on students’ narrative writing performances after implementing the mind map technique.

2. Methodology
1) Research design
This research is a mixed-method study. The research was divided into twoparts, and the researcher collected the data within two months. The first part was
the pre-test, treatment and post-test. In comparison, the second part was thesemi-structured interview. This study attempts to identify the effectivenessof using the mind mapping technique and its effect on ESL learners (Figure
1).

Figure 1. Research design.
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2) Sample and data collection
The participants in this research are 16 mixed-ability Form 4 English as
Second Language (ESL) learners in a rural school in Labis, Johor. The participants were chosen through purposive sampling. The instruments used in thisresearch are the pre-test scores, post-test scores and semi-structured interviews.
The researcher carried out each session for 50 minutes within the span of 8
weeks. After completing the 8-week cycle, eight students from the intermediate,
lower intermediate and poor categories were selected to participate in the interview.
3) Analysing of data
The quantitative data collected from the pre-test and post-test (scores) werecompared and analysed using descriptive statistics and statistical analysis using
SPSS. Students were tested on the same question for pre-test and post-test. The
scores were obtained using the rubrics by Brown (2003). The qualitative data
gathered from the grouped semi-structured interview were thematically analysed. The data was gathered and grouped by codes and themes. According to
the students’ opinions, samples related to the theme were provided to allow abetter comprehension.

3. Findings and Discussion
Table 1 reports the pre-test scores, post-test scores and the difference in scoresbased on the test of all 16 students involved in the study in a rural school in Labis, Johor. All the students have been given pseudo names. However, the pseudonames are given according to their respective gender and race.
Table 2 shows the students’ pre-test scores, post-test scores and the difference
between pre-test and post-test. The pre-test was given in the first meeting
before introducing any treatment. There were 16 candidates in total. The
lowest score was six, while the highest score was 15. The median score was
7.5, and the mean score of the pre-test was 8.19, while the standard deviation
was 2.562.
On the other hand, the data gathered from the post-test shows the scores
which were obtained after the mind mapping technique was introduced to thestudents involved in the study. The post-test was given during the last meeting
after treatment had been introduced. The lowest score is six, while the highest
score is 18. The mean score is 13.81, the standard deviation is 3.124, and the median score is 14.5.
Based on the pre-test and post-test data, we can see the difference in scores
between the pre-test and the post-test results. The lowest gained score is 0, while
the highest gained score is 9, which signifies that while there is a particular student who showed no improvement at all in the score, there was also a studentwith an impressive improvement. Meanwhile, the difference between the meanscore is 5.62, and the difference in standard deviation is 0.562.
From Table 3, we know that the mean of both tests is significantly different,
where the mean of the pre-test is 8.19, and the mean of the post-test is 13.81.
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Table 1. The students’ pre-test score, post-test score and score difference.
STUDENTS

PRE-TEST(n/20)

POST-TEST(n/20)SCORE
DIFFERENCE

Tan Tai Hao

11

17

6

Wong Ye En

12

18

4

Khoo Boon Ping

15

18

3

Koh Wee Hong

9

15

6

Siti Aisyah

8

14

6

Hasya Hilfina

6

12

6

Nurul Akma

6

12

6

Tan Mei Zi

6

11

5

Lee May Yan

7

13

6

Muhd Fitri

8

15

7

Muhd Haikal

9

15

6

Siew Hui Yang

7

16

9

Patrick Twan

7

15

8

They Shun Yi

6

14

8

Tan Lee Ling

8

10

2

Thim Wei Cong

6

6

0

Total

135

221

86

Table 2. Summary of distribution statistics of pre-test and post-test.
Pre-test

Post-test

Gain

N

16

16

-

Mean

8.19

13.81

5.62

Standard deviation

2.562

3.124

0.562

Minimum

6

6

0

Maximum

15

18

9

Median

7.5

14.5

6

Table 3. The t-test of the pre-test and post-test.

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Pre-test

Post-test

Mean

8.19

13.81

N

16

16

Standard deviation

2.562

3.124

Standard error mean

0.640

0.0781

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Besides, the standard deviation from both groups is also different. The standard
deviation of the pre-test is 2.562, while the standard deviation of the post-test is
3.124.
Table 4 is a paired-samples t-test to compare the pre-test and post-test scoresof students involved in the research. It can be observed that the mean is −5.625,
the standard error mean is 0.569, and the standard deviation is 2.277. The upper
limit is −4.412, while the lower limit is −6.838.
There was significant difference in the pre-test score (M = 8.19, SD = 2.562)
and post-test scores (13.81, SD = 3.124) conditions; t (15) = −9.893, p = 0.005.
These results suggest that students’ narrative writing does show improvement if
both the pre-test and post-test scores were compared. Therefore, we can conclude that there is a significant difference in students’ writing performance after
implementing the mind mapping technique was introduced to the mixed ability
Form 4 students.
Data obtained from the interview with the students will answer the second
objective and are presented in the form of tables.
As seen in Table 5, the benefits of using a mind map listed by the students aregrouped under two principal codes: remember and plan. As suggested, under thecode of “remember”, the identified themes were using mind maps to remember
ideas and reinforce what they have previously learned. Next, based on the codeof “plan”, themes found were that it helps them divide points accordingly, comeup with relevant ideas, find a connection between ideas, and spend their time
preparing and writing wisely.
Hofland (2007) stated that mind mapping provides L2 learners with a meaningful repetition and retention of new words. Graphics and pictures in mind
maps allow more vivid memory retention and motivation for learners (Liu et al.,2014). Reflecting on these statements, they will be able to remember what they
have learned better. Based on the grouped interview, we know that students believe it helps them with memory retention and reinforcement of previous knowledge. Heidari and Karimi (2015) revealed that students could store vocabulary
in their long term memory for a more extended period because the mind maps
have a mnemonic role in vocabulary learning. They also added that mind maps
are easy to review, and thus, regular reviewing reinforces learners’ memory. In
short, it is clear that using the mind map technique helps reinforce what they
have previously learnt and helps them with memory retention of vocabulary andideas.
Table 4. Pair sample t-test.
Paired Samples Test
Std.
Standard
Mean
Error
deviation
Mean
Pre-test-Post-test −5.625
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2.277

0.569

95% ConfidenceInterval of the
Difference

t

df

Lower

Upper

−6..838−4.412 −9.893 15

Sig.
(2-tailed)
0.005

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L. Vejayan, M. M. Yunus
Table 5. The analysis of the answers students gave to the question “From your observation, what are the benefits of using the mind mapping technique?”.
Codes

remember

ThemesSample Expressions

Memory retention“using the mind map can help me to remember
better (idea & vocabulary)”

Reinforce
what was learned“the mind map is repetitive because it islike notes, so what we learn before this we canalways recall easier”

Divide thepoints accordingly“the branches help to divide the points andsupporting details”

Relevant ideas“we won’t mix up ideas because the branch isvery clear, so we won’t write clumsily”

Connect the ideas“when I do the mind map it helps to understandthe connection between one idea and the other”“it become very fast to write the essay”

Spend time wisely“when all points are ready and arranged, I won’t
stop to think when I’m writing the essay”

plan

On the other hand, the role of the mind map in aiding in organising ideas is
widely discussed. The mind mapping technique is an innovative technique thatfacilitates the generation of ideas quickly. It outlines a short summary or draws aconnection between points. Before students start writing, they would prepare
their points and ideas to make writing easier. Students have mentioned that themind mapping technique helps them draw relevant points and allows them todivide points accordingly. Students also will not mix up ideas because the branch
is apparent, and they can write with clarity and precision. This shows that themind mapping technique helps with the organisation of ideas to plan their narrative essay writing. This relates to Stankovic et al. (2011), who explained thatmind mapping is a simple brainstorming method that uses the map as a central
portal to connect vital information. Vijayavalsalan (2016) proved that the mind
mapping technique as a pre-writing tool improves the quality of an essay andhelps to understand as there is a better focus on ideas which are written according
to the learners’ own words and understanding. When students are able to makeconnections and associations on their own using the mind mapping technique,they will be able to produce better-written essays as this allows students tostrengthen their thinking and write a well organised and thorough story (Saed &Al-Omari, 2014; Yunus & Chien, 2016; Abubakar et al., 2021).
Khoiriyah et al. (2021) agreed that mind mapping saves time by mentioningthat students are required to think logically to control their time. Krishnan et al.
(2021) reiterated that mind maps save time by stating that mind maps areshortcuts which aid in remembering something and save time, especially when
the user is dealing with a large concept and working against the clock. This isvery true in the sense of students having to create narrative essays within a short
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amount of time during examination when the entire writing paper for Sijil Pelajaran Malaysia (SPM) tests them on three separate parts of essays. To sum up, it
is clear that mind mapping allows students to plan their ideas, and they know
how to sort their ideas, list relevant ideas, connect the ideas and not waste time
during the writing process
Based on Table 6, the difference noticed by the students when using the mind
map technique can be grouped into two themes which are cognitive, affective
and time. For “cognitive”, the sub-themes were a clear and precise writing style,easier to write an essay, and they can write a better storyline. Apart from the difference in the essay, the sub-theme of “affective” is felt happy and motivated towrite after using this technique.
The mind map is seen as a visualisation tool which facilitates more meaningful learning. It is mainly used to show students logical thinking ability and cognitive scheme development. Ningrum and Ahmad Yani (2021) elaborated thatmind maps can also be used to record students’ thought processes to know how
they interpret new information they have received. They further explained thatmind maps offer a systematic analysis and maximise cognitive function among
learners. This is in line with Al-Jarf (2021), who concluded that the mind mapping technique highly effectively increases cognitive processing and develops amore structured idea in a written text.
Next, before students start writing their essays, it is crucial to have an outline.
Through mind maps, they can make learning more meaningful. Nurlaila (2013)
proposed that the mind mapping technique can stimulate the mind and provides
ideas as an outline for students to refer to when they begin writing. Al-Zyoud etal. (2017) stated that the mind mapping strategy is an innovative strategy thatenables students to generate better ideas to produce good written texts. They also stated that the hierarchical structure helped students to link ideas better andproduce a more connected essay. This shows that the mind mapping technique
is superior in producing a skilled and organised thought process which is latertransferred into a written text. Next, a student also mentioned that they thinkcritically about the implementation of the mind mapping technique.
Table 6. The analysis of the question “What is the difference noticed when using themind mapping technique?”.
Codes

Cognitive

Affective

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ThemesSample responses

Precise writing style“I can write the essay orderly and to write
good essay”

Easier to write the essay“The points make write essay easier”

Write better storyline“The points are arranged clearly, so I canwrite a clear storyline”

Critical thinking“I think critical thinking because I mustdraft idea, then later I can write the story”

Feel happy and motivated“I feel relaxed because of the systematic
technique”

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Additionally, the mind mapping technique provides a way for students toconnect two dots easier. Vijayavalsalan (2016) clarified that it provides a better
understanding of a topic and observes a connection between the ideas. Essentially, students have a hard time to develop ideas. By using the mind map, students are forced to think critically about how they would like to expend theirideas in a more logical manner. Sari (2020) reveals that students think actively
while creating the mind map. Thus, they train to seek knowledge on their own.
Additionally, besides the cognitive aspect, students also mentioned the improvement in the affective aspect. They mentioned that they felt happy and motivated when they were using the mind mapping technique. This shows thatwhen students have a certain about of guide to start with their writing, they canfeel better about themselves. According to Nazril et al. in Novianti and Kareviati(2021) the mind map technique not only improves students’ writing achievement, but it is also able to motivate students to write better because it is a great
pre-writing tool. It is further discussed that the mind map technique using motivates and facilitates students in making concepts in writing. Brainstorming activities motivate students who do not usually want to write by creating a
non-threatening atmosphere (Scane, 1991). Listyani and Tananuraksakul (2019)
discussed that negative emotions like lower confidence and anxiety act strongly
as a barrier and hindrance when processing the input and in general students’productive performance. Jones et al. (2012) claimed that a high majority of students were content using the mind maps because they believed that they learned
from it and could see their progress. In short, when students are not stressed
about the outcome and are happy with their learning atmosphere, they feel more
motivated to learn and are satisfied with their learning outcome. To sum up, twothemes were identified: cognitive aspect and affective aspect.
Based on the findings above, it is evident that students are satisfied with theirexperience of using the mind mapping technique. This is because students gave amore positive response towards to implementation of the mind mapping technique to write a narrative essay. Through the positive responses gather from thestudents, we can gauge that the implementation of mind mapping technique isfavoured by students. These findings also reflect the results that the researcher
would have hoped for. So, we can conclude that the implementation of the mind
mapping technique to improve narrative writing performance was flourishingand had a significant effect on students’ written essays. The findings also showthat the mind mapping technique is significant in engaging students to prepare awell-structured narrative essay.

4. Conclusion
Using the mind mapping technique to teach narrative writing among mixed-ability
Form 4 students shows more positive results than when mind maps were notused. Based on the tabulation of data and statistical analysis carried out by using
SPSS, it was found that there was a significant difference in the pre-test score (M
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L. Vejayan, M. M. Yunus= 8.19, SD = 2.562) and post-test scores (13.81, SD = 3.124) given the conditions;t (15) = −9.893, p = 0.005. Looking closely at these results, it proves that students’ narrative writing performance does show improvement after comparing
both the pre-test and post-test scores using SPSS. According to the interview,
students had various positive opinions regarding the implementation of themind mapping technique. Hence, mind mapping is helpful in improving thequality of students’ narrative writing performance.

5. Recommendations
The findings in this study reflect that students have a positive response to theimplementation of the mind mapping technique. Despite this method being favoured by the students, teachers or future researchers could improve this mind
mapping technique by introducing the element of technology in this study. Although the researcher carried out the lessons via Google meet, the researcher
personally did not have a satisfactory experience. To overcome this problem, theresearcher suggests that future researchers include social media like Facebook or
Twitter as one media where students can participate more actively and freely
without too much pressure or being afraid that they could be wrong. This is because social media is a more relaxed environment, unlike Google meet, which isa more official setting. The researcher could ask students to share their completed tasks online, where peers and classmates could give their feedback on aspects that could be improved to create more meaningful learning for students. It
would reflect on the 21st-century learning agenda, which the government has
always promoted. The researcher could create a private Facebook group where
all the students could join and control the interactions that happen in the group.
This will not only open avenues for research on students’ cognition process involved in learning when the mind mapping technique was introduced, but the
researcher could also learn more about the affective domain of learning like motivation, learning anxiety, enthusiasms, attitudes towards learning and values
adopted during learning. However, it should be noted that the success rate ofthis will be higher in an urban school as compared to a rural school.

6. Limitations
This study focuses on the students’ narrative writing ability in terms of content
development, organisation and structuring of ideas, language use, vocabulary
and mechanics of written language like capitalisation, spelling and punctuation.
In order to ensure that students have enough practice and understanding of thetechnique, three rounds of exercises were done before the post-test was carriedout. However, due to the nature of the online lesson during the COVID-19 pandemic, the chances of real-time feedback were limited. Feedback will be provided
after students submit their written essays. Thus, it limits students’ and teachers’interactions.
Other than that, the limitation while conducting this research will be students’
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overall attendance. Most of the students in the particular school are students
from underprivileged backgrounds. This means not all students have their own
mobile phones or a gadget to attend online classes. There are also students who
have to share their gadgets with their siblings, and consequently, they will not beable to attend online classes. In short, these are the limitations of the research.

Acknowledgements
This research is funded by Universiti Kebangsaan Malaysia under the research
grant number GG-2020-030, and the APC was funded by Universiti Kebangsaan
Malaysia.

Conflicts of Interest
The authors declare no conflicts of interest regarding the publication of this paper.

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