UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
The purpose of this study was to determine the effect of bubble maps on students’ writing
performance and also to explore their views on the use of bubble maps in writing
descriptive essays at the secondary school level. A mixed method was employed to answer
two research questions and two hypotheses. Quantitatively a researcher used
quasi-experimental and qualitatively he used a semi structured interview. The study was conducted
in a secondary Islamic Boarding School in Indonesia. Fifty students were randomly
selected and assigned to a control group (n=25) and to an experimental group (n=25). The
quantitative data were analysed using t-test and the qualitative data used thematic
analysis as put forward by Braun and Clarke. The t-test result showed that there was a significant
difference 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 improved
students’ performance in descriptive writing. The thematic analysis of the semi-structured
interviews 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 enjoyable
way, 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 writing
descriptive essay. The implication of this study suggested that bubble maps can benefit
teachers and students. Teachers can use bubble maps as an instructional tool to teach writing or
any subjects and for students the bubble maps can be applied to help them in arranging the
main and supporting points in any types of texts.
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