The effect of bubble maps on students performance in descriptive writing at the secondary school level

The effect of bubble maps on students performance in descriptive writing at the secondary school level

The purpose of this study was to determine the effect of bubble maps on students writingperformance and also to explore their views on the use of bubble maps in writingdescriptive essays at the secondary school level. A mixed method was employed to answertwo research questions and two hypotheses. Qu...

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Main Author: Muhammad Lintang Islami Hakim
Format: thesis
Language:eng
Published: 2020
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P Language and Literature
Online Access:https://ir.upsi.edu.my/detailsg.php?det=6440
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topic P Language and Literature
spellingShingle P Language and Literature
Muhammad Lintang Islami Hakim
The effect of bubble maps on students performance in descriptive writing at the secondary school level
description The purpose of this study was to determine the effect of bubble maps on students writingperformance and also to explore their views on the use of bubble maps in writingdescriptive essays at the secondary school level. A mixed method was employed to answertwo research questions and two hypotheses. Quantitatively a researcher usedquasi-experimental and qualitatively he used a semi structured interview. The study was conductedin a secondary Islamic Boarding School in Indonesia. Fifty students were randomlyselected and assigned to a control group (n=25) and to an experimental group (n=25). Thequantitative data were analysed using t-test and the qualitative data used thematicanalysis as put forward by Braun and Clarke. The t-test result showed that there was a significantdifference in the mean scores for control group (M= 2.0, SD= 4.0) and the experimental group (M=9.6, SD= 4.9) [t (48) = 9.6, p = 0.000]. This indicates that the use of bubble maps improvedstudents performance in descriptive writing. The thematic analysis of the semi-structuredinterviews also showed that the students viewed bubble maps as a helpful tool in generating ideas,arranging ideas, planning the writing, dealing with writing element, creating an enjoyableway, understanding the writing content, and improving their writing performance. In conclusion,this study has revealed that the use of bubble maps improved students performance in writingdescriptive essay. The implication of this study suggested that bubble maps can benefitteachers and students. Teachers can use bubble maps as an instructional tool to teach writing orany subjects and for students the bubble maps can be applied to help them in arranging themain and supporting points in any types of texts.
format thesis
qualification_name
qualification_level Master's degree
author Muhammad Lintang Islami Hakim
author_facet Muhammad Lintang Islami Hakim
author_sort Muhammad Lintang Islami Hakim
title The effect of bubble maps on students performance in descriptive writing at the secondary school level
title_short The effect of bubble maps on students performance in descriptive writing at the secondary school level
title_full The effect of bubble maps on students performance in descriptive writing at the secondary school level
title_fullStr The effect of bubble maps on students performance in descriptive writing at the secondary school level
title_full_unstemmed The effect of bubble maps on students performance in descriptive writing at the secondary school level
title_sort effect of bubble maps on students performance in descriptive writing at the secondary school level
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=6440
_version_ 1747833264901455872
spelling oai:ir.upsi.edu.my:64402021-11-16 The effect of bubble maps on students performance in descriptive writing at the secondary school level 2020 Muhammad Lintang Islami Hakim P Language and Literature The purpose of this study was to determine the effect of bubble maps on students writingperformance and also to explore their views on the use of bubble maps in writingdescriptive essays at the secondary school level. A mixed method was employed to answertwo research questions and two hypotheses. Quantitatively a researcher usedquasi-experimental and qualitatively he used a semi structured interview. The study was conductedin a secondary Islamic Boarding School in Indonesia. Fifty students were randomlyselected and assigned to a control group (n=25) and to an experimental group (n=25). Thequantitative data were analysed using t-test and the qualitative data used thematicanalysis as put forward by Braun and Clarke. The t-test result showed that there was a significantdifference in the mean scores for control group (M= 2.0, SD= 4.0) and the experimental group (M=9.6, SD= 4.9) [t (48) = 9.6, p = 0.000]. This indicates that the use of bubble maps improvedstudents performance in descriptive writing. The thematic analysis of the semi-structuredinterviews also showed that the students viewed bubble maps as a helpful tool in generating ideas,arranging ideas, planning the writing, dealing with writing element, creating an enjoyableway, understanding the writing content, and improving their writing performance. In conclusion,this study has revealed that the use of bubble maps improved students performance in writingdescriptive essay. The implication of this study suggested that bubble maps can benefitteachers and students. Teachers can use bubble maps as an instructional tool to teach writing orany subjects and for students the bubble maps can be applied to help them in arranging themain and supporting points in any types of texts. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6440 https://ir.upsi.edu.my/detailsg.php?det=6440 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abbas, I. H., & Aziz, N. H. A. (2016). Exploring the Writing Process of IndonesianEFL Students: The Effectiveness of Think-Aloud Protocol. Advances in Language and LiteraryStudies, 7(2), 171-178.Abu-Rass, R. (2001). Integrating reading and writing for effective language teaching.English Teaching Forum, 39(1), 30-39.Adeyemi, A, D. (2008). Approaches to teaching English composition writing at junior secondary schools in Bostwana (Unpublished doctoral dissertation), University of South Africa.Ahmed, M. A. E. A. S. (2016). 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