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   Volume 5, Nomor 2, Agustus 2020 

          ISSN 2442-8965 (P) ISSN 2442-8973 (E) 

 

Mind Mapping: A Strategy to Enhance  

Students’ English Grammatical Structure 
  

Furqon Edi Wibowo 
furqon.wezt@iain-surakarta.ac.id 

IAIN Surakarta, Indonesia 

 

 

ABSTRACT 

The goal of this review was to study about the implementation of Mind Mapping in teaching 

grammar in the second semester of students of the Department of English Education at IAIN 

Surakarta. Observation and documentation were the instruments for collecting the data. These 

instruments were used to collect data on the Mind Mapping process in grammar teaching, 

problems and solutions. The data analysis technique started with data reduction, data display 

and verification. First, the findings revealed that the implementation of Mind Mapping in 

teaching grammar was only used to provide an overview of the material. It was developed by 

elaborating, questioning, and responding techniques or methods for transferring the material. 

Mind Mapping made the students active in giving feedback and become a measure in assessing  

how far the students understood the material during the teaching-learning process, the students 

were very eager to analyze the material using Mind Mapping. It could be seen from their direct 

reactions during the teaching-learning process and observed the work of the student in the 

classroom. Second, there are some advantages to using mind mapping in grammar teaching. 

They were; (1) giving students an overview of the concept of grammar material; (2) making 

grammar easier to understand; and (3) helping students to easily memorize the concept of 

English grammatical structure. 

Keywords : Mind Mapping; English Grammar. 

 

 

A. INTRODUCTION 

The effective way of how to teach grammar has become a crucial attention in the 

language teaching and learning history. Many practitioners have been considering the 

issue of what the best way of teaching grammar to the students (Suseno & Setyawan 

2014).  English grammar, as one of the English components, is very important in 

learning language. When the students master the English grammar well, they will be 

able to construct correct sentences and to communicate effectively. Moreover, without 

http://u.lipi.go.id/1421293761


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adequate grammar knowledge, learners’ language development will be severely 

constrained.  

Grammar is the system of structural devices by which a language organizes 

meaning. Concerning with the structure, it is the basic knowledge and skill for 

understanding the language naturally constructed and used. It involves the combination 

and arrangement of the phrases, clauses or sentences. In our daily speaking and writing 

we can not deny that structure leads us to construct sentences which are grammatically 

correct to convey our message, ideas, and information. A student must know for certain 

that he speaks correct and good English or to know whether or not the sentence pattern 

is correct, he must know the rules of English or its grammar because English grammar 

is the key to proficiency. It indicates that grammar plays a significant role in 

communication since it shows how language is used (Ismail, 2010). 

Grammar, regardless of the country or the language, is the foundation for 

communication. It means the better the grammar, the clearer the message, the more 

likelihood of understanding the message’s intent and meaning. His opinion is logical 

because if learners master English grammar, they will send good messages which can be 

accepted well by readers (Bradshaw, 2013). 

Teaching grammar has always been one of the most controversial and least 

understood aspects of language teaching. Few teachers mean indifferent to grammar and 

many teachers become obsessed by it (Nunan, 2003). In recent years, teaching grammar 

has regained its rightful place in language curriculum. People agree that grammar is too 

important to be ignored and that without a good knowledge of grammar, learner’s 

language development will be severely contained (Richard, 2002). 

However, most students of Indonesia have difficulties in learning grammar. As 

stated by Onesty and Fitrawati (2013),   grammar is central to the teaching and learning 

of languages yet it also one of the most difficult aspects of language that is not easy to 

be taught. According to Richard and Reppen (2014), language learners may have spent 

many times for practicing the rules of correct sentence formation yet they still lack the 

ability of using grammar as a resource in communication. 

Realizing the obstacles of learning grammar, many researchers proposed 

interesting ways to teach English grammar to the students. Commonly, the use of media 

or the use of certain techniques is commonly used by practitioners as variation of 



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teaching to help students’ learning. In the EFL context, practically in grammar teaching, 

the students are taught rules of language using grammar translation method, in which 

the learners are provided with the grammar rules and the examples and are told to 

memorize them, and then are asked to apply the rules to the other examples (Widodo, 

2006). 

Based on the explanation above, it can be concluded that grammar is the 

foundation for communication. It is the system of structural devices by which a 

language organizes meaning.Teaching grammar is important and not easy. It is the basic 

skill for lecturer to improve the students writing and speaking skill in English. Students 

can be bored if the lecturer used wrong technique to teach them. One of interesting 

techniques that can be apllied to teach it is Mind Mapping. It is very interesting 

technique to teach grammar. Mind Mapping is usually used by lecturer to teach writing 

due to generating the idea. However, it can be apllied in teaching grammar.  

Mind Mapping was first introduced by Tony Buzan, a British popular 

psychologist, in 1970 based on his reasearch of how brain works. It is a thinking tool or 

a concept which ilustrates how the human brain processes various thoughts and 

information that are related to each other (Buzan 2005; Davies 2011). It is a diagram 

used to visually portray the realtionship between ideas, words, or other items around a 

central idea or keyword. It has structure that radiates from the center, using curved lines, 

symbols, words, color, and images. It starts with a central key idea drawn in the center 

of paper. Other thoughts related to the key idea are arranged around the center with lines 

branching out from the main idea to the subtopics to show that they are linked to one 

another. By focusing on key ideas written down by the students’ own words, and then 

looking for connections related to the key ideas, in which colors, images, symbols, and 

curved lines are used, the students are able to map their knowledge in a manner which 

can help them understand and remember new information. Hence, teachers could use 

mind mapping in a number of practical ways to make teaching and learning easier and 

more enjoyable (Suseno & Setyawan 2014). 

Mind Maps encourage a brainstorming approach to planning and organizational 

tasks freely. Though the branches of a mind map represent hierarchical tree structures, 

their radial arrangement disrupts the prioritizing of concepts typically associated with 

hierarchies presented with more linear visual cues. This orientation towards 



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brainstorming encourages users to enumerate and connect concepts without a tendency 

to begin within a particular conceptual framework (Suyanto, 2015). In addition, mind 

maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, 

organization, problem solving, decision making, and writing. 

Buzan and Abbot (2010) stated that Mind Mapping is an easy way to place 

information to brain and take information out from brain. So, Mind Mapping is creative 

and effective way to transfer information from write and will map your mind by a 

simple way. When we study on grammar, we need our writing skill and reading skill to 

analysis the structure of grammar material. Using Mind Mapping method in grammar 

will increase writing and reading ability because Mind map helps students to learn, 

arrange, and store information in their brain. Information can be illustrated with 

symbols, words, color, image, links and attachments’ to add context. Actually, every 

student cannot depress in understanding the structure of grammar material. 

Mind Mapping can help children in memorizing, making a better notes in their 

text book, rising the idea, saving their time in order understand the material, and rising 

their concentration with the material. All mind mapping is using color and the form is 

radiant thinking. All mind maps have nature structure which sprays from the center. By 

lines, symbols, words, or pictures which related in simply, basic, nature series with 

brain. Using mind map, long list information could change into colorful diagram, well 

regulate and easy to memorize (Buzan, 2005). 

Mind Maps or Graphic Organizer identifies important elements of an event or 

story the connections among those elements. Since it involves association of ideas, this 

graphic organizer can evoke a great deal of information and helps student’s group ideas 

(Roberts, 2004). According to Buzan (2010), there are numerous studies providing 

overwhelming evidence verifying the science behind Mind Mapping. It is the striking 

combination of imagery, color and visual-spatial arrangement, which is proven to 

significantly improve information recall, compared to conventional method of note 

taking learning. Mind Mapping can help children recall words more effectively that 

using list, with improvements in memory of up to 32%. So, the students can use mind 

mapping methods to get deep meaning the grammar structure.   

 



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Mind mapping has been used in a variety of language teaching. Yen (2010) 

implemented mind map in his teaching learning process as a visual media that allowed 

the student to brainstorm, arrange, memorize new information and helped the students 

stimulate their logic of thinking practices. He further said that mind mapping could help 

the students alleviate their language anxiety. Another research by Riswanto and Putra 

(2012) investigated the use of mind mapping on the students’ writing achievement at 

SMAN 3 Bengkulu, Indonesia. The result reported that the use of mind mapping 

significantly improved the students’ writing achievement. A study by Al-Jarf (2009) 

confirms that Mind Mapping software offers a powerful approach for improving the 

ability of anyone to generate, visualize and organize ideas. The subject taking part in the 

study reported that the Mind Mapping tool encouraged creative thinking and they 

became faster at generating and organizing ideas for their writing. Furthermore, Al-Jarf 

(2011), in his research, explained how mind mapping software could be integrated in 

EFL courses in order to help the students improve their pronunciation skills. Another 

research aimed at investigating the effectiveness of mind mapping on vocabularies 

learning and exploring the students’ attitude towards the use of mind mapping was 

carried out by Munsakorn (2012). The result from this research revealed that mind 

mapping had a significant effect on vocabulary learning, and it also encouraged the 

students to learn English language. 

However, although there are a number of researches concerning the use of mind 

mapping in language teaching, it seems that the implementation of mind mapping in 

teaching grammar still lack of empirical studies.This technique usualy applies in 

teaching writing and reading. Mind Mapping is one of teaching technique that can be 

applied in grammar activity in order to make students easy to remember the structure of 

the material. For that, it is why the researcher is very interested in studying Mind 

Mapping in teaching grammar. The research question of the current study was 

formulated as “How is the implementation of Mind Mapping to enhance students’ 

English grammatical structure?” 

 

 

 

 



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B. RESEARCH METHOD 

In this research, the researcher used descriptive qualitative research that focused on 

Mind Mapping in teaching grammar. The researcher collected the data, made an 

analysis and conclusion. Qualitative research is a type of research which does not 

include any calculation or numbering. It is a research procedure, which produces 

descriptive data in the form of written or oral words from people and their behavior that 

are observed (Moleong, 2004). 

Qualitative research attacks issues differently from the way outlined above. It is 

based on the fundamental idea that “reality” is subjective: Every human being 

constructs an individual, personal view of the world on the basis of his or her specific 

interactions with the external world (including the people who are part of this world). 

As a result, much of what a person, including researchers, regards as reality actually 

consists of a set of impressions, inferences and opinions in the person’s mind (Cropley, 

2019). 

The data are analyzed by using content analysis. According to Guba and Lincoln 

(2004) content analysis is an analysis using any technique that is used to draw a 

conclusion by discovering message characteristics objectively and systematically. 

According to Leedy (1980) research is the manner in which we attempt to solve 

problems in a systematic effort to push back the frontiers of human ignorance or to 

confirm the validity of the solution. It means that research is a way of thinking. It is way 

of looking at accumulate fact so that those data can become meaningful in the total 

process of discovering. 

Content analysis is a widely used qualitative research technique. Rather than 

being a single method, current applications of content analysis show three distinct 

approaches: conventional, directed, or summative. All three approaches are used to 

interpret meaning from the content of text data and, hence, adhere to the naturalistic 

paradigm. The major differences among the approaches are coding schemes, origins of 

codes, and threats to trustworthiness. In conventional content analysis, coding 

categories are derived directly from the text data. With a directed approach, analysis 

starts with a theory or relevant research findings as guidance for initial codes. A 

summative content analysis involves counting and comparisons, usually of keywords or 



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content, followed by the interpretation of the underlying context (Hsieh and Shanon, 

2005). 

Based on the definition of the qualitative research above, the researcher will 

describe the concept of Mind Mapping in teaching grammar and find out the advantages 

of it to the students.  

The data of this research are in the form of words. The researcher takes the data 

from the Grammar Class in the second semester students. The researcher used 

observation, interview and documents as the methods of collecting the data. 

The researcher used descriptive analysis as the methods of data analysis. 

According Miles and Huberman (1984: 21-23), there are three kinds activity of data 

analysis; they are reduction, data display, anddrawing conclusion. These components 

cannot be separated. They bond each other in the data collecting process. Once the 

researcher makes a complete field note, the researcher does data reduction, and 

continues to develop temporary data display. By examining data display in matrices, 

table, or graphic, the researcher attempts consideration to reach temporary conclusion. 

These processes flexibility continue and develop until the steadines and confidence of 

data and reiteration are reached. 

Descriptive analyses are central to almost every research project. Whether the 

goal is to identify and describe  trends and variation in populations, create new 

measures of key phenomena, or simply describe samples in  studies aimed at identifying 

causal effects, descriptive analyses are part of almost every empirical paper and  report. 

Some studies provide excellent descriptive analyses that are clearly focused on relevant 

aspects of a  phenomenon. Unfortunately, other descriptive studies do little to provide 

relevant information, instead presentinga range off acts only tangentially related to the 

topic athand. To beuseful as an applicationof the scientific method both the goals and 

the findings of descriptive work should be clear (Loeb and Susan, 2017). 

 

C. FINDINGS AND DISCUSSION 

Findings 

This part consisted of research findings and discussions of the research. The 

researcher examined the data and explained the data based on the theory provided. The 

data source were taken from the observation, interview and document in teaching 



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learning process of the Grammar Class at the second semester students of English 

Education Department. 

To find the result, the data describe the process of mind mapping in teaching 

grammar that was used by lecturer at the second semester students of English Education 

Department. The researcher described the implementation of Mind Mapping in teaching 

grammar. The researcher analyzed the process of the teaching learning using Mind 

Mapping and the researcher explained the advantages of it for the students. 

The use of Mind Mapping technique was as a help to give an overview the grammar 

material. In fact, students were easy to understand the concept of the grammar material 

and helped them to understand thematerial rapidly and easily. 

a. The Process of Mind Mapping in Teaching Grammar 

1) Classroom Activity 

In the previous part that has been mentioned, Richard and Renandya 

(2002) stated that people agree that grammar is too important to be ignored 

and that without a good knowledge of grammar, learner’s language 

development will be severely contained. Grammar is very difficult to be 

understood by the students when they do not know the function of the 

grammar itself in the English language application. So, lecturer should have 

effective technique to teach and transfer information from the grammar 

material, such as by using Mind Mapping. Buzan and Abbot (2010) state that 

Mind Mapping is an easy way to transfer information to brain and take 

information out from brain.  

Before the researcher analyzed the process of teaching grammar using 

Mind Mapping, researcher wanted to describe the process of the teaching 

learning in the classroom. It started from opening, main activity and closing 

as bellow: 

Table 1. Learning Activity 

Name Activities Identification Time 

Opening a. Greeting Lecturer said salam 

“Assalamualaikum.Wr.Wb” to all 

students and they answered it 

“Wassalamualaikum.Wr.Wb” 

15 Minutes 

b. Praying 

together 

The Lecturer asked the students to 

pray together before checking the 



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attendance of the students 

c. Checking the 

attendance of 

the students 

 

The Lecturer called one by one the 

name of students, then the students 

raised their hand or say “Presence or 

Yes, Sir” to code them there 

 

d. Focusing on the 

topic and 

Giving them the 

concept of 

Mind Mapping 

The lecturer reviewed the previous 

material and then told the specific 

topic in this meeting and wrote the 

concept of Mind Mapping on the 

white board 

e. explaining the 

purpose of the 

learning 

After the lecturer had written down 

the material, The lecturer explained 

more about concept of Mind 

Mapping related to the specific 

material 

 

Main 

Activity 

Lecturer Activity Students Activity 60 Minutes 

1. Observing 
The lecturer delivered a 

Mind Mapping to give 

them a brief overview 

related to the material that 

would be discussed 

1. Observing 
The students tried to 

analyze the concept of 

Mind Mapping 

2. Questioning 
The lecturer asked some 

questions to know how far 

their understanding the 

concept of Mind Mapping; 

2. Questioning 

The students tried to 

give the feedback 

about it 

3. Exploring 
The lecturer expalined in 

detail about the concept of 

Mind Mapping related to 

the specific material; 

3. Exploring 
The students tried to 

get understanding 

about the material that 

is explained by the 

lecturer; 

4. Associating 
The lecturer gave some 

exercises related to the 

material and did a 

discussion about it; 

4. Associating 
The students practiced 

the exercise that were 

lied in the book and 

do a discussion with 

the lecturer; 

5. Communicating 
The lecturer ordered the 

students to give some notes 

about the problems related 

to the materials. 

5. Communicatng 
The students took 

some notes related to 

the material so that 

they will clearly 

understand about it. 

 



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Closing a. Reviewing materials Lecturer asked the 

students about the 

material, it is to know 

students understand or 

not. Then students 

answered or asked again 

for the difficult material 

which they can’t be 

understood. 

15 Minutes 

b. Giving an overview about 

the next topic 

Lecturer gave explanation 

again for the topic and 

asked them to study 

anymore about the 

material in their home. 

Then lecturer gives 

overview for the next 

topic. 

c. Praying and Salam Lecturer asked to the 

students to pray 

together and close the 

meeting. Lecturer say 

“Wassalamualaikum Wr 

Wb” 

  

Based on the table above, it can be explainedthat the process of the teaching 

learning in the classroom run effectively. Based on the lesson plan, it can be said that 

the lecturer made the students more active and creative in the classroom. The Lecturer 

gave the material using Mind Mapping to give a brief overview for the student. It is 

necessary for English lecturer to make grammar material interested so that the students 

can improve their grammatical structure. The lecturer also asked some questions in the 

main activity. Those made the students active and he would know well how far the 

students understood the material.  

The Mind Mapping gave smart description about the material easily. They just 

wrote the main point for the material and the students could explore the material. If 

students are confused, the lecturer explained in details about the material started from 

the definition, characteristic, etc.  

2) Mind Mapping Guidelines 

Then researcher explains about the mind mapping process in teaching 

learning grammar compare with the theory. The guidelines as follow: 

 



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Table 2. Mind Mapping Guidelines 

No. Busan Guidelines Yes No 

1. 
Beginning in the center with an image of the topic, using at 

least 3 colors. 
V  

2. 
Use image, symbols, codes, and dimensions throughout your 

mind map. 
V  

3. Select key words and print using upper or lower case letters.  V 

4. 
Each word/image is best alone and sitting on its own line. 

 
V  

5. 
The lines should be connected, starting from the central 

image. The central lines are thicker, organic and thinner as 

they radiate out from the center. 
V  

6. 
Make the lines the same length as the word/image they 

support. 
V  

7. 
Use multiple colors throughout the mind map for visual 

stimulation and also to encode or group. 
V  

8. Develop your own personal style of mind mapping. V  
9. Use emphasis and shoe associations in your mind map. V  

10. 
Keep the mind map clear by using radial hierarchy, 

numerical order or outlines embrace your branches 
V  

 

Based on the table, the process of Mind Mapping started from the center ideas 

and works in one center and some line to transfer main idea but in grammar class the 

lecturer didn’t use a picture to transfer the material. The lecturer used three different 

colors of boardmarker to explain the material. The colors were used to give a visual 

stimulation to make the material easy to understand. The lined was representation of the 

specific topic and sub topic in the material. Transferring these visual ideas into words, 

phrase or structure of grammar became easier to memorize and made them clearly to 

understand the material. 

3) Characteristic of Mind Mapping 

Table 3. Characteristic of Mind Mapping 

 No. Four Important Characteristic of Mind Mapping 

1. The subject is represented by a central image. 

2. The main themes of the subject radiate from the central image. 

3. Minor themes are linked to the main themes. 

4. All the branches are connected forming a modal structure. 

 



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The characteristic of Mind Mapping in the grammar class used words symbol, 

color and linked by lines but without a picture. The lecturer just represented the material 

using word symbols, lines and different colors of boardmarker. 

4) Mind Mapping in Teaching Grammar 

Picture 1. Diagram of Mind Mapping in Teaching Grammar 

 

Picture 2. Diagram of Mind Mapping in Teaching Grammar 



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Based on the images above, It can be concluded that the lecturer gave a brief 

overview related to the material. The lecturer gave some pointsto make the students 

interesting in the material and explained more by combining other techniques. In fact, 

using Mind Mapping, the material of the grammatical structure had been easier to 

understand for the students. The lecturer also emphasized the difficulty of the material 

in grammar and asked some questions to know how far their understanding about the 

material. The aimed was that the students could give a feedback of the material. If the 

students didn’t understand the concept of grammar material by using Mind Mapping, 

the lecturer expalined it again. 

Discussion 

Mind Mapping is one of a good technique in teaching grammar. The researcher 

found that Mind Mapping could be appliedwell in the grammar class at the second 

semester student of English Education Department. Based on the basic competence for 

the second semester of English Education Department at Grammar class, the students 

dealed withsome kinds of grammar materials such as: noun phrase; adjective phrase; 

verb phrase; gender and infinitive; participial phrase; present tense; past tense; and 

future tense. Students must have all capabilities in grammar. They should be able to 

memorize the conceptof Mind Mapping in the grammar materials.  

Mind Mapping is an easy way to place information to brain and take information 

out from brain. Mind map helped students to learn, arrange, and store information in 

their brain. Information can be illustrated with symbols, words, color, image, links and 

attachments’ to add context. It is helpful for visual learners as they illustrated tools that 

assist with managing thought, directing learning, and making connections.  

Based on the data above, the researcher analyzed the process of Mind Mapping 

technique and it was comparedby the theory. The data were compared with the 

observation and the lesson plan. In the data, the students used Mind Mapping 

startedfrom the central ideas and worked in one line to explore the main idea.  

In teaching learning process the lecturer used three different colors of  boardmaker 

to create the line or draw the reflection of each imaginative line represented to the topic. 

In grammar class the lecturer also wrote the main topic and gave the important points to 

give an overview the material. The lecturer explained the material started from the 

definition, characteristic, pattern and etc. Mind Mapping was stimulated the students to 



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learn more interesting in line with the material. Then lecturer also asked some questions 

to know how far their understanding the material and students tried to give the 

feedbacks. After the students understoodthe material, the lecturer also gave some 

exercises related to the material and started to give a discussion with the students about 

it. The students practiced the exercises and start to discuss about it. 

Mind Mapping could be combined with lecturing, Questioning and Responding 

(Active learning) in classroom activity. Mind Mapping was applied in grammar only to 

give them a brief description and make the material easy to be transfered. In fact, Mind 

Mapping helped the student understand easily the material. 

 

D. CONCLUSIONS 

After finishing this research, the researcher found that Mind Mapping could be 

applied in teaching grammar. This technique was very helpful for the students to 

memorize and understand the concept of the grammar material. Mind Mapping could be 

applied in any levels of the students. By delivering the Mind Mapping in teaching 

grammar, In fact the students were very enthusiastic during the teaching learning 

process. 

After analyzing the data, the researcher found that Mind Mapping was very 

interested to be applied in teaching grammar. In Fact, the Mind Mapping made students 

active to give a feedback and it could be known as well how far the students understood 

the material. During the teaching learning process, The students were very enthusiastic 

to analyze the material using Mind Mapping. It could be seen from their direct 

responses during teaching learning process and analyzed the student’s work in 

classroom. There are some advantages using Mind Mapping in teaching grammar. They 

were;1) It gave the students an overview the concept of grammar material, 2) It made 

the grammar easier to understand, and 3) It helped the students to memorize easily the 

concept of English grmmatical structure. 

 

 

 

 

 



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