BRAIN MAPPING FOR TEACHING INTEGRATED SKILLS

Irmawati

State Polytechnic of Ujung Pandang

Ashar

Vocational High School 4 Bantaeng

Abstract

Brain-mapping can improve the result of students’ achievement on reading, writing, speaking, and listening skills integratedly. Besides, it also can improve the students creativity and critical thinking ability because brain-mapping is started from the main idea then continued by supporting ideas with an examples structurally. The students can explore their different ideas on different ways with full of creativity on coloring, image, or graph line.

Key word: Brain-Mapping, Integrated Skills

A. Introduction

Teaching english is a very challenging activity for the teachers, it needs

creative ideas to achieve the goal of learning. The teachers try to give a better

teaching in English as one way to increase the student’s knowledge in EFL. In

teaching and learning process, the students who wish to know how to use the

language as fast as possible should practice their ability continuously. On the

other hand the teachers must create the fun atmosphere in teaching, while the

students need to have critical thinking.

The teachers of English have to be more creative in choosing the material

and the technique which can make the lesson more interesting, exciting, and

enjoyable. It can be done by choosing the material that is appropriate with the

student’s background knowledge and taking a technique that the students like.

Language skills; listening, speaking, reading and writing can be taught

integrately, named integrated skills.

Integrated skills approach is approaches which integrate between the two,

three, or even four skills at once. It is mostly used in teaching English as a

foreign language or TEFL classroom. Listening and reading have been known

as receptive skills while speaking and writing are productive skills. These four

skills can be integrated one another. In fact, we usually find these skills are not

integrated in the classroom. Sometimes, a teacher just focuses on one skill only.

For an instant, if a teacher focuses on reading, so that he or she will focus his or

her teaching on reading only. Thus, the teacher does not integrate those skills

but used segregated skill approaches which focus on one skill only.

Teaching integrated skills might be more challenge for the teachers and

fun for the students because both teachers and students can encourage two or

more skills in a time of learning process. Challenge for the teachers on how to

prepare and create enabling activities, and how to guide the students in

achieving the learning objectives. While fun for the students on how to create or

do the task by combining language skills as commanded.

Moreover, it is clear that involvement of the students and teachers in

EFL classroom provides occasion to reflect on learning and to encourage the

brain to create relationships between words and ideas rather than demanding the

memorization of lists of words. Some students are difficult in connecting the

word to the context, it makes the teachers might misundertanding of the

students way in practicing, reporting, or explaining the information.

This paper presents one of the creative, challenge, fun, and critical

technique which can be used in teaching integrated skills, it is brain-mapping.

Brain-mapping is able to attract the students to the critical thinking level. It

helps students to unite ideas, think creatively, and make connections that might

not otherwise make (Tony Buzan, 2010). As Alamsyah (2009) explained that

Brain-maps work well as their visual design enables students to see the

relationship between ideas, and encourages them to group certain ideas together

as they proceed.

Brain-map is a tool for enhancing learning and thinking. It provides a

structure to reveal various aspects of a story such as the sequence of events, the

key points, the cause and effect, the relation of ideas and so on. Students can

use brain-maps for revising and clarifying thoughts so as to get the deep

meaning of a text. (Marton & Booth, 1997). Brain-mapping is also bring the

students to be active in EFL classroom, it is also can be applied in every age

level of the students.

Buzan & Busan argue that human’s brain already contains maps of

information, which has an ability to make patterns using data it already

possesses and ability to process vast amount of information using radiant

instead of linear structures. Using mind map means employing or functioning

our brain naturally in receiving, processing information, and enhancing

memory, concentration, and creativity.

Some reasons generating demand for the use of mind-mapping technique

are: lack of attractive teaching and learning materials, minimum exposure to the

use of the right cerebral hemisphere, and insufficient technique to support

creativity development in the EFL teaching and learning.

B. Discussion

1. Brain Mapping

a. Definition of Brain-Mapping

Some authors give different definition of brain-mapping. Brain-

mapping was populerized by Tony Buzan (2002), mind mapping is a

graphic representation of ideas (usually generated via a brainstorming

session). It shows the ideas which are generated around a central theme

and how they are interlinked. It is a tool primarily used for stimulating

thought. He realized that the education system primarily focused on the

left and brain strength, which include the use of “language, logic, numbers,

sequence, looks at detail, linier, symbolic representation and judgmental

characteristics.

Another view point quoted by Teddy (2013) in his writing report,

mind mapping was developed as an effective method for generating ideas

by association in the 1960s (Murley, 2007). A mind map is a graphic

organiser in which the major categories radiate from a central idea and

sub-categories are represented as branches of larger branches. It is a visual

tool that can be used to generate ideas, take notes, organise thinking, and

develop concepts (Budd, 2003; Murley, 2007; Siriphanic &

Laohawiriyano, 2010; Al-Jarf, 2011). In other words, it is a tool for

language teaching that helps the teacher introduce or bring together

multiple words that are linked to one subject or theme.

According to McGriff (2000), “mind maps are an excellent way to

help learners organize knowledge, to empower themselves to better

comprehend the key concepts, and principles in lectures, readings, or other

instructional materials”

Furthermore, Mento et al (1999) affirm that Mind Mapping is a

powerful cognitive tool which can be used in a variety of ways because of

its ability to evoke associative and non-linear thinking. Goodnough and

Long (2002) found Mind Mapping to be a useful strategy for introducing

new concepts, providing a whole-class focus for a large research project,

assessing learning of individuals and offering greater choice in how people

chose to complete assignments and projects.

In accordence to some definitions of brain-mapping above, it is

concluded that brain-mapping is drawing or graphic concept with the main

topic in the graph centre and surrounded by each elements related words to

help the students in connecting or constructing the idea into context need

by involving hierarchy thought and give the information.

b. Features of Brain-Mapping

The four main features of a mind-map are as follows:

1. Each mind-map has a central node that serves as a starting location

containing the main theme or idea.

2. The ideas of the mind-map “radiate” from the central node as

branches with subnodes connected to each other in parent-child

relationships.

3. The final structure of the mind-map becomes a hierarchy of linked

nodes. The radiant structure of a mind-map with explicit branches

promotes associations. Palmberg (2011) claims that our

consciousness always analyses how things are connected to each

other. And when that is done, the mind creates an image to

symbolise the structure. A lot of the brain's work is based on

association and it automatically links different subjects together to

create a system.

4. Each connector or branch has keywords or colourful images

associated with them. The use of images in the entire mind-map is

recommended. Budd (2003) points out that a traditional outline is

often monochromatic whereas the use of colour is important in

creating mind-maps. In particular, many mind-maps use one colour

for each major category to aid in organisation. Each branch is

captured by a single keyword, not a phrase or sentence. Using

single words reduces ideas to their core. Important ideas are not

obscured by extraneous words. And new associations are not

limited by more specific phrases.

c. Technique of Making Brain-Mapping

There are a number of software packages that can be used to

create mind maps on a computer. Regardless, to make a paper-pen based

mind map, it is recommended to use a large sheet of white blank paper and

turn it lengthwise, that is, in a landscape orientation. Pens that are used are

in multiple colours and varying thicknesses (Murley, 2007). The following

procedures are presented to describe how to make a paper-pen based mind

map:

1. Place the central theme or main idea or controlling point in the

centre of the paper. We may find it easier to place our page on the

side, in landscape orientation, which is easier for drawing purposes.

2. Use lines, arrows, branches and different colours as ways of

showing the connection between the central theme or main idea.

The relationships are important, as they may form our essay

paragraphs.

3. Avoid creating an artistic masterpiece. We should draw quickly

without major pauses or editing. It is important in the initial stages

of mind mapping to consider every possibility of ideas, even those

we may not use.

4. Choose different colours to symbolise different things. The method

is entirely up to us, but try to remain consistent so that we can

better reflect on our mind map at a later stage.

5. Leave some space on our page. The reason for this is that we can

continue to add to our diagram over a period of time. If A4 sized

paper is small, we may like to use A3.

Figure: the sample of brain-mapping

2. Integrated Skills

A creative teacher, a course bearing a discrete-skill title might

actually involve multiple, integrated skills. For example, in a course on

intermediate reading, the teacher probably gives all of the directions orally

in English. It will cause students to use their listening ability to understand

the assignment. In this course, students might discuss their readings, thus

employing speaking and listening skills and certain associated skills, such

as pronunciation, syntax, and social usage. Students might be asked to

summarize or analyze readings in written form. Thus it will activate their

writing skills. In a real situation, some courses that are labeled according

to one specific skill might actually reflect an integrated-skill approach after

all.

It also can be said for ESL/EFL textbooks. A particular series

might highlight certain skills in one book or another, but all the language

skills might nevertheless be presented in the tasks in each book. In this

way, students have the benefit of practicing all the language skills in an

integrated, natural, communicative way, even if one skill is the main focus

of a given volume. In contrast to segregated-skill instruction, there are at

least two forms of instruction that are clearly oriented toward integrating

the skills.

The two types of integrated-skill instruction are content-based

language instruction and task-based instruction. The first of these

emphasizes learning content through language, while the second stresses

doing tasks that require communicative language use. Both of these benefit

from a diverse range of materials, textbooks, and technologies for the ESL

or EFL classroom.

In content-based instruction, students practice all the language

skills in a highly integrated, communicative fashion while learning content

such as science, mathematics, and social studies. Content-based language

instruction is valuable at all levels of proficiency, but the nature of the

content might differ by proficiency level. For beginners, the content often

involves basic social and interpersonal communication skills, but past the

beginning level, the content can become increasingly academic and

complex.

In task-based instruction, students participate in communicative

tasks in English. Tasks are defined as activities that can stand alone as

fundamental units and that require comprehending, producing,

manipulating, or interacting in authentic language while attention is

principally paid to meaning rather than form (Nunan, 1989).

The integrated-skill approach exposes English language learners to

authentic language and challenges them to interact naturally in the

language as contrasted with the purely segregated approach. Learners

rapidly gain a true picture of the richness and complexity of the English

language as employed for communication. Moreover, this approach

stresses that English is not just an object of academic interest or merely a

key to passing an examination; instead, English becomes a real means of

interaction and sharing among people. This approach allows teachers to

track students' progress in multiple skills at the same time. Integrating the

language skills also promotes the learning of real content, not just the

dissection of language forms. Finally, the integrated-skill approach,

whether found in content-based or task-based language instruction or some

hybrid form, can be highly motivating to students of all ages and

backgrounds.

3. Brain Mapping for Teaching Integrated Skills

As explained in earlier part of this paper that brain-mapping is one

of the creative and fun idea in teaching and learning activities, the

following items will discuss specificly on how the brain-mapping used in

ELT classroom for teaching integrated skills. Some researchers found how

effective the use of brain-mapping in EFL classroom.

a. Teaching Writing

Writing is a way of expressing thoughts, and good writing comes

from good thinking and preparation (Harmer, 2001). It is important to give

opportunity for the students have the preparation before start to write.

Brain-mapping helps the students to activate their prior knowledge and

skills to apply to the writing task, and find out what information they

already have and what they still need (Rao, 2007).

Mind mapping (or concept mapping) involves writing down a

central idea and thinking up new and related ideas which radiate out from

the centre. By focusing on key ideas written down in your own words, and

then looking for branches out and connections between the ideas, you are

mapping knowledge in a manner which will help you understand and

remember new information.

Riswanto and Pebri (2012) found that there was significant

difference in Writing Achievement between the students who were taught

by using Mind Mapping strategy and those who were not. The students

could improve their writing achievement significantly better. Al-Jarf

(2009) also found some advantages of using brain-mapping in improving

writing skill, included:

1. More relevant detail and better organised and connected ideas

2. Mind Mapping raised the performance of students at all levels of

ability as they became more efficient in generating and organising

ideas for their writing

3. Those studied also displayed a positive attitude towards using Mind

Mapping as a pre-writing activity

Having an organized display of information from the outset of the

writing process may help some students, as it is more easily converted into

a draft, whereas in brainstorming, the random recording of ideas might

lead to problems with the structure of students' texts.

It is strongly suggested to use brain-mapping in teaching writing

for them who want to encourage their students to be active in learning

activities because brain-mapping is an interesting tool for the students.

b. Teaching Reading

A study on the use of mind-mapping technique to improve reading

comprehension ability was conducted by Siriphanic & Laohawiriyano in

2010. The results from the study show that, after teaching mind mapping

technique, the majority of the students improved their reading ability. The

results suggested that:

1. the English reading comprehension post test mean score of students was

higher than the pre test mean score at the 0.05 level of significance;

2. most students were satisfied with their own reading comprehension

ability;

3. they enjoyed working in group and agreed that mind-mapping

technique was a useful technique and can be applied to non-English

subjects.

From the research finding stated above, it can be concluded that

mindmapping technique is effective when used to improve reading

comprehension ability. In addition, it also revealed that the students felt

satisfied with their progress achieved through the use of the mindmapping

technique. Finally, the students also showed excitement when getting

involved in teaching and learning process in which the mindmapping

technique was used.

Here are the suggested steps in using a Mind Mapping technique:

1. In the center of the page, write the title of the passage/article.

2. On the first layer, write the key words of subdivisions/subheadings

which show parallel ideas.

3. On the next layer, write the key words on each subheading.

4. Draw lines to see the relationship among the ideas.

After completing the Mind Map, the students should be trained

again to re-express the content of the passage based on the result of Mind

Map. They are not allowed to look back to the passage. It is important to

check whether they understand what they take notes or not. They will try

to use their own word to re-express – this will make the learning more

challenging for them. This practice will also train students’ memory for

retaining important information.

c. Teaching Speaking

Brain-mapping is a very helpful way in teaching speaking, as the

writer experiences that the students who have intermediate to low

proficiency in English are able to produce words by words, sentence to

sentence in doing presentation by looking the mind map they created

earlier related to the topic discussed. The following research results are as

the supporting ideas of the writer experiences.

Brain-mapping is an effective visual way to connect and organize

thoughts because the key words to be presented already available in

higlight and map model as supporting ideas. Using a mind map can help us

to deliver our speech. Making a mind map can convey ideas to be

presented visually as a supporting material for speaking about the lesson.

At this case, the students can produce their own mind maps to answer

questions which are formulated for speaking. It can be done individually,

pair work, or group work. By using mind map, students can produce oral

language in a coherent, cohesive, clear, organized, and memorable way,

because its advantages are to describe, compare, classify, make sequence,

and make a decision. It also allows them to expand their vocabulary and

associate new and old words to images that help to convey meaning easily

in a specific context. (Steve Darn, 2012).

Nab (2011) in her research at SMA 1 Sidoarjo found that mind-

mapping in teaching speaking was so helpful to regulate students’ ideas

and stimulate the group presenter to extend the statement using teir own

words. It was interesting for them, because of its simple form and

relatively easy to be understood.

d. Teaching Listening

Brain-mapping is not only used to improve reading, writing, and

speaking skills but also can be used to improve listening skill. In

improving listening skill the students may draw the main idea and

supporting idea of each part they listen in map model. After getting the

main point and supporting point of the listening text, they may retell the

listening result as the report.

The first step in applying the brain-mapping in listening is the

students prepare the blank paper and try to draw the brain-mapping based

on the recorded text, the recorder is playing for 3 times or more based on

the degree of difficulties. Second, the students write the key words on

mapping model. The last step is the students complete the map by colour,

picture, symbol, or other illustration represent the text recorder.

e. Teaching Listening, Speaking, Reading, and Writing Integratedly

Through Brain Mapping.

As the main purpose of this paper, this parts presents the method on

how the English skills taught integratedly. Those skills are possibly to be

taught in a meeting by using brain-mapping. Listening skill may comes

first in earlier meeting. After listening, the students are allowed to create

brain-map based on their understanding of the text. Next step, the students

may rewrite or retell the text orally by using their own words.

The second strategy is starting from the resding session. The

teachers have to explain first the topic will be discussed to focus the

students brain. After reading the text, the students draw the brain-map on

their paper. After that, the teachers ask the students to retell the text based

on the map they create. Writing is also may integrate in this part as

speaking as well.

C. Conclusion

A Mind Map tool is a type of visual representation of information that

is based on hierarchy and connections. It helps students visualize how ideas are

connected and how knowledge is organized, shows relationships among ideas,

gathers information in a random, but organizing manner, improves

comprehension and problem-solving skills.

Brain-mapping can improve the result of students’ achievement on

reading, writing, speaking, and listening skills. Besides, it also can improve the

students creativity and critical thinking ability because brain-mapping is started

from the main idea then continued by supporting ideas with an examples

structurally. The students can explore their different ideas on different ways

with full of creativity on coloring, image, or graph line.

D. References

Alamsyah, Maurizal. 2009. Kiat Jitu MeningkatkanPrestasi Dengan Mind Mapping.Yogyakarta :MitraPelajar

Buzan, Tony. 2009. Buku Pintar Mind Mapping. Jakarta : PT Gramedia Pustaka Utama

Ference, Marton & Shirley Booth. 1997. Learning and Awareness. Lawrence Erlbaum Associates, Publishers.

Frederika Mei Anggraeni. The Effect Of Mind Mapping Technique Towards The Students’ Speaking Ability At 7th Grade Of Smpn 4 Bandar Lampung. Universitas Bandar Lampung, Indonesia

Harmer, J. 2001. The Practice Of English Language Teaching (3rd ed.). Harlow: Longman.

Martha Inés Gómez Betancur, Gideon King. 2014. Using mind mapping as a method to help esl/efl students connect vocabulary and concept in different context.

Nabilah. 2011. Using mind mapping in teaching speaking skill at RSBI class SMA Negeri 1 Sidoarjo. http://nab-nabilah.blogspot.com/2011/06/using-mind-mapping-in-teaching-speaking.html. Retrieved on November 7th, 2014.

Panatda Siriphanich1 Asst. Prof. Dr. Chonlada Laohawiriyanon. 2010. Using Mind Mapping Technique to Improve Reading Comprehension Ability of Thai EFL University Students.

Rao, Z. 2007. Brainstorming and writing skills. In Oxford Press. (Reprinted from ELT Journal, 2007, April, 61(2), pp. 100-106)

Riswanto, pebri prandika putra. 2012. The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu, Indonesia. International Journal of Humanities and Social Science Vol. 2 No. 21; November 2012.

Teddy Fiktorius. 2013. The use of mind-mapping technique in the EFL classroom. A critique and demonstration of methods.