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Data were analyzed using ANCOVA with TOEFL scores as a covariate, finding no significant differences among groups, genders, learning styles, or interactions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-vol-16-no-1-2016-the-effect-of-mind-mapping-on-efl-students-idea-development-in-argumentative-writing/600732/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-16-no-1-2016-the-effect-of-mind-mapping-on-efl-students-idea-development-in-argumentative-writing/600732.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the study’s main purpose?","Question",{"text":62,"@type":63},"To examine how mind mapping, as a strategy for generating ideas before writing, affects EFL students’ idea development in argumentative writing, considering gender differences and learning styles.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were students assigned to the two groups?",{"text":67,"@type":63},"Two TOEFL classes at STAIN Kediri were selected, and students were grouped by lottery into a linear notes group (N=41) and a mind mapping group (N=41).",{"name":69,"@type":60,"acceptedAnswer":70},"What statistical method was used and what were the key findings?",{"text":71,"@type":63},"ANCOVA was used with students’ TOEFL scores as a covariate. 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SunanAmpel No.7 Ngronggo Kediri 64127 [ary_oyesip@yahoo.com](ary_oyesip@yahoo.com)  \nMohammad Adnan Latief  \nUniversitas Negeri Malang, Jl. Semarang 5 Malang 65145 [a.adnanlatief@gmail.com](a.adnanlatief@gmail.com)  \nGunadi Harry Sulistyo  \nUniversitas Negeri Malang, Jl. Semarang 5 Malang 65145 [emailgun.now@gmail.com](emailgun.now@gmail.com)  \nAbstract  \nThe purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students’ idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes at the State Islamic Studies (STAIN) in Kediri were selected by a lottery to group 1: using linear notes (N=41), and group 2: using mind mapping (N=41) . For analyzing the data, Analysis of covariance (ANCOVA) were utilized by using students’TOEFL score as the covariate variable. The result findings indicated that thereis no significant difference on the students’ idea developments in writing between the control and the experimental groups. These result also revealed that there is no significant difference on the students’ idea development in writing between gender differences, and among the students’ learning styles. Furthermore, there is no significant interaction between treatment and gender differences, and there is no significant interaction between treatment and learning styles.  \nKeywords: mind mapping, gender differences, learning styles, argumentative writing  \nA. Introduction  \nIn the context of English as Foreign Language (EFL), it has been widely claimed by most Indonesian learners across different levels of education that writing isone of the most difficult skills to be developed. Hence it is not surprising that a lot of studies have investigated some efforts to help the learners develop their writing skill including this present study. Teaching writing in the context of English as a Foreign Language (EFL) is not an easy task. Moreover, it is believed that developing writing skills is more complicated than developing other language skills (Muth’im, 2010; Widiati & Cahyono, 2006; Richards, 1990) . There are some reasons why writing is considered as a language skill which is difficult to be acquired by most of EFL learners. One of the reasons is that writing is not an automatic process (Langan, 2008), it is a complex process that needs a skill from at the moment a writer starts to thinking about what to write until the written text produced (Hartfiel, et al. 1985; Richards, 1990) . In fact, learning to write well is a difficult and lengthy process that enables to induce anxiety and frustration in many learners (Richards, 1990) . As a consequence, when there is a writing task from the teacher to write a particular topic, some of the students tend to procrastinate because they do not know what to begin and even sometimes they are frustrated because they cannot think of anything to say about a topic (Smalley, Ruetten,& Kozyrev, 2001) . This point suggests that in the context of teaching and learning, the model of writing as a process is the most appropriate one (Raimes, 1983) .  \nAs a process, writing comprises some stages. In fact, different writers have different orderly sequence in writing a piece of composition. Different divisions of writing process proposed by some experts, in fact, show high similarities or it can be said that they share something in common. All of them proposed to have prewriting or planning before doing actual writing. Prewriting or planning is the initial and important step in the process of writing. The activities in the prewriting are designed to","cbCailgYhTWr7EUF","https://ap.wps.com/l/cbCailgYhTWr7EUF","pdf",365214,18,"English","# Abstract\n# Keywords\n# A. Introduction","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To examine how mind mapping, as a strategy for generating ideas before writing, affects EFL students’ idea development in argumentative writing, considering gender differences and learning styles.\"},{\"question\":\"How were students assigned to the two groups?\",\"answer\":\"Two TOEFL classes at STAIN Kediri were selected, and students were grouped by lottery into a linear notes group (N=41) and a mind mapping group (N=41).\"},{\"question\":\"What statistical method was used and what were the key findings?\",\"answer\":\"ANCOVA was used with students’ TOEFL scores as a covariate. Results indicated no significant differences in idea development between groups, across genders, across learning styles, or in any interaction between treatment and gender or learning styles.\"}]","DINAMIKA ILMU - Vol. 16 No. 1, 2016 - The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing | PDF",1792091276,45]