Grace Ajar Legowo, Rika Riwayatningsih, Sulistyani

The Effectiveness of the Mind Mapping Model Through Canva Application for Students’ Recount Text at SMKN 1 Kediri

Introduction

The effectiveness of the mind mapping model through canva application for students’ recount text at smkn 1 kediri . Discover how Canva-based Mind Mapping significantly enhances recount text writing skills for vocational students at SMKN 1 Kediri. Boosts organization, engagement, and confidence.

Abstract

This study explores the effectiveness of integrating the Mind Mapping model through the Canva application in improving students’ recount text writing skills at SMKN 1 Kediri. Writing recount texts plays a vital role in language learning, as it enables students to narrate personal experiences in a structured and chronological way. However, many vocational students struggle with limited vocabulary, poor text organization, and low confidence in writing. To address these issues, this research employed a quasi-experimental design using pre-test and post-test methods in two eleventh-grade classes. One class was taught recount writing using manual mind mapping, while the other applied Canva-based digital mind mapping. Students’ works were assessed using the COVLM rubric (Content, Organization, Vocabulary, Language, and Mechanics), and the data were analyzed through t-tests and N-Gain. The findings indicate that although both groups improved, the Canva-based group showed significantly higher gains in organization, engagement, and writing quality. Students also demonstrated greater enthusiasm and confidence when using digital tools. The study concludes that Canva-based mind mapping is more effective than manual techniques in enhancing recount writing skills and can serve as an innovative strategy for EFL classrooms.

Review

This study effectively addresses a pertinent challenge in EFL education by investigating the efficacy of integrating the Mind Mapping model, specifically through the Canva application, for enhancing students' recount text writing skills. The focus on vocational students at SMKN 1 Kediri is commendable, tackling common issues such as limited vocabulary, poor organization, and low writing confidence. The research provides a clear objective and sets out to determine if digital tools can offer a superior alternative to traditional methods in developing a fundamental language skill. The methodological approach, employing a quasi-experimental design with pre-test and post-test measures across two distinct groups (manual vs. Canva-based mind mapping), is robust and appropriate for the research question. The use of the COVLM rubric for student work assessment, combined with statistical analyses via t-tests and N-Gain, adds significant rigor to the findings. A key strength lies in demonstrating that while both instructional approaches fostered improvement, the Canva-based group achieved significantly higher gains, particularly in crucial areas like organization and overall writing quality. The reported increase in student engagement, enthusiasm, and confidence with digital tools further underscores the practical benefits of this innovative strategy, validating its effectiveness in an EFL context. While the study presents compelling evidence for the superiority of Canva-based mind mapping, the abstract could benefit from specifying the precise sample size for each group to allow for a clearer interpretation of the statistical significance and power. Furthermore, while the generalizability to other EFL vocational contexts is suggested, a brief discussion on potential variations in access to technology or students' pre-existing digital literacy levels across different settings would enrich the implications. Nevertheless, this research offers valuable insights for educators seeking to leverage digital tools to overcome common writing challenges, making a strong contribution to the field of language pedagogy by advocating for more effective and engaging technology-enhanced instructional methods.

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