Optimizing English Learning with Mind Mapping: A Classroom Application at SMPN 7 Muaro Jambi

Adang Ridwan; Ria Karmila; Mahdayeni; Chichi Apriani

doi:10.63922/ijeter.v3i03.1958

Adang Ridwan Lecturer and Student in English Department Program at Islamic University Batang Hari, Jambi, Indonesia
Ria Karmila Alumnusin English Literature Department at the State Islamic University Sulthan Thaha Saifuddin Jambi, Indonesia
Mahdayeni Lecturer and Student in English Department Program at Islamic University Batang Hari, Jambi, Indonesia
Chichi Apriani Lecturer and Student in English Department Program at Islamic University Batang Hari, Jambi, Indonesia

DOI: https://doi.org/10.63922/ijeter.v3i03.1958

Keywords: English Learning, Mind Mapping Technique, Vocabulary Mastery

Abstract

This study investigates the application of the mind mapping technique as a teaching strategy to optimize students’ English vocabulary learning. This qualitative research involved one English teacher as the subject, and the data were collected through observations, interviews, and documentation. The data were then analyzed using descriptive analysis. The findings reveal that the teacher’s strategy in implementing mind mapping plays a significant role in improving students’ vocabulary mastery. However, several challenges emerged, such as limited explanation, time constraints, and the lack of additional materials, which caused difficulties in spelling and memorization. To overcome these problems, the teacher combined multiple strategies, including presenting vocabulary items with diagrams, using visual aids, and emphasizing clear word structures. Furthermore, the teacher applied essential mind mapping principles, such as using colors, images, keywords, associations, and central images to present ideas more effectively. These strategies ultimately made vocabulary learning more engaging, creative, and effective, enabling students to memorize words more easily, quickly, and enjoyably.

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