LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １８４ The Effect of Gender, Socio-Economic Status, and Using Mindmaple Lite Software on Learners’ Writing Performance Sabarun sabarunwhs@gmail.com IAIN Palangkaraya Abstract The research was to measure interaction effects for gender, socio-economic status, and using MindMaple lite Software toward writing skills. The investigation used a quasi-experiment design using test as instrument. The subjects were 36 learners at Islamic higher education in Central Kalimantan consisting of 17 males and 19 females; 11 high, 10 middle, and 15 low learners; 17 using MindMaple, and 19 without using MindMaple. A three-way analysis of variance test was applied to perform data analysis. The finding indicated that a different effect occurred for gender (F=8.780; p=0.007); socio economic status (F=4.421; p=0.023), writing strategy using MindMaple (F=36.023; p=0.000) on writing performance. The study indicated an interaction effect occured between gender and socio-economic (F=6.927, p=0.004). Here, females performed better than males; high socio-economic learners did better than the others; learners using MindMaple ware performed better than without using MindMaple. In contrast, the finding found that interaction effect did not occur between gender and writing strategy (F=1.135, p=0.297); socio-economic and writing strategy (F=0.198, p=0.822); gender, socio-economic and writing strategy using MindMaple (F=0.437, p=0.651). The study concluded that gender, socio-economic and writing strategy did not give significant contribution simultaneously on writing performance. It gave new insights on the implementation of MindMaple in L2 writing class. Keywords: Gender, Socio-economic status, MindMaple Software, Writing performance. INTRODUCTION The idea of mind map was originated from meaningful learning concept (Ausebel, Noval& Hanesian, 1978). Historically, Mind Mapping was introduced Tony Buzan, in 1960s (Buzan, 2014). Buzan (2007), the founder of mind mapping, states that it is an effective way, since it includes the left and right hemisphere. In EFL writing classes, teachers are concerned with the process writing. In facts, learners got difficulties in writing essay, since the writing process needs many cognitive and linguistic strategies (Maghsoudi & Haririan, 2013). As learners begin writing, their ideas are not well- disorganized. Although they provide some good ideas, they fail to write well. Firmansyah (2015) states that the main problems in writing are that they have less ability to generate ideas. Second, learners got difficulties in writing paragraphs with the topic. Learners also got difficulties in selecting words or phrases because of inadequate vocabulary. The researchers assumenthat it was caused of teacher’s teaching strategies, the model of writing activities in classroom setting, or less chance to practice writing. In contrast, teachers view that writing is difficult to follow (Akinwamide, 2012). Alsamadani (2010, p. 53) confirm that writing is a hard process, since it needs many skills such as formulating statement, writing evidences and developing topics, revising the errors they made and making editing. Besides, writing needs adequate knowledge of grammar, word choice, written convention, and organizing ideas. Mind mapping is assumed to be the most effective way in classroom writing activities, especially in pre-writing. It is a diagram applied to convey the connection of ideas linked to a main idea (Deshatty & Mokashi, 2013). It is a proper equipment to help learners organize ideas. It aids learners connect ideas (Buzan, 2010). In the other words, Mindmap is a collection of words which circles drawn and lines connecting them to other words (Grant, 2006). Howitt (2009) states that it is http://journal.unnes.ac.id/ mailto:sabarunwhs@gmail.com http://en.wikipedia.org/wiki/Tony_Buzan LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １８５ a visual display to generate ideas, and develop concepts. The development of technology enabled to use mind mapping software, for example, CmapTools (Alberto, et.al, 2004), MindMaple lite (2018), Xmind and Mind Vector (2018); Gwo, et. al., (2013). Mind Maple Lite is software facilitating to make digital mind map. MindMaple enables users to combine all data into one mind map (MindMaple. 2013). This is an example of Mind Mapping using MindMaple lite. Lite MindMaple Lite has size 14 MB and a simple interface that is easy to use for teachers and students. MindMaple Lite already has standard features that are very inadequate for use in mapping concept. Several investigations were done on Mind Mapping, such as Chan (2004); Jasvir Kaur (2004); Saed and Al-Omari (2014); Naqbi (2011); and Jones et al. (2012) Many other researchers (e.g Ahangari& Behzady, 2011, Lee & Cho, 2010 found that it is helpful for learners. Despite the facts the existing valuable number of researches investigating mind mapping on the learners’ writing performance, there were still limited investigation involving gender and socio- economic status as predictor variables. This investigation is needed to validate the previous findings. Gender difference becomes a variable contributed to this study, since men and women do in fact have differences in structures and function in the brain. Therefore, the research questions: (RQ1) does gender give effect to writing performance? (RQ2) does socio economic status give effect to writing performance? (RQ3) does writing strategy give effect to writing performance? (RQ4) do gender and socio- economic status give effect to writing performance? (RQ5) do gender and writing strategy give effect to writing performance? (RQ6) do socio economic status and writing strategy give effect to writing performance? (RQ7) do gender, socio economic status and writing strategy give effect simultaneously to writing performance? METHODOLOGY Research Design The investigation belonged to a quasi- experiment research using test as research instrument and documentation (Ary, Lucy, Chris, and Asghar, 2010, p.648). The documentation was used to collect the demographical data about gender and socio-economic status. In contrast, the test was used to see the learners’ writing performance. The participants were 36 L2 learners, as follows: Table 1. The Participants Types of treatment Socio-economic status Total High Middle Low M F M F M F Mind Maple Software (MMS) 1 7 3 3 1 2 17 Non Mind Maple Software (N- MMS) 1 2 2 2 9 3 19 Sub total 2 9 5 5 10 5 36 Total 11 10 15 36 Data Collection The data were collected through several stages. First, the pre-test was given the participants in order to know the early writing http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １８６ ability. Then, the treatment group was treated using MindMaple Software (MMS). The MindMaple Software was given to the experiment class. Meanwhile, the control group was treated using outlining strategy. Finally, participants of both groups were given writing posttest. Data Analysis A three-way ANOVA test was applied to analyze data. It was applied to investigate the interaction contribution among variables: gender, types of pre writing strategy and socio-economic status toward learners’ writing performance. There were three categorical variables: gender (male- female), socio-economic status (high, middle, and low), and types of writing strategy (MindMaple Software and Non- MindMaple Software); and one outcome variable: learners’ writing score. High socio-economic status refers to learners’ parents who earns above 10.000.000 per month. Middle socio-economic status refers to learners’ parents who earns between 3.000.000 up to 9.500.000 per month. Low socio-economic status refers to learners’ parents who earns below 2.950.000 per month. RESULT AND DISCUSSION Asumption test The test of normality resulted the sig. value (p- value) for 0.690>0.050. Therefore, it was normally distributed. Then, the Levene's Test was (p=0.504 >0.050), indicating the data were not homogenous. Data Presentation The learners’ writing performance was seen below. http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １８７ Table 2. The mean score Gender Sosio- Economic Writing Strategy Mean Std. Deviation N male high using mindmaple software 85.0000 1 without using mindmaple software 75.0000 1 Total 80.0000 7.07107 2 middle using mindmaple software 80.3333 4.50925 3 without using mindmaple software 61.5000 2.12132 2 Total 72.8000 10.84896 5 low using mindmaple software 63.0000 . 1 without using mindmaple software 51.2222 8.28821 9 Total 52.4000 8.65640 10 Total using mindmaple software 77.8000 9.09395 5 without using mindmaple software 54.9167 10.29968 12 Total 61.6471 14.46090 17 female high using mindmaple software 88.1429 4.52506 7 without using mindmaple software 66.0000 5.65685 2 Total 83.2222 10.70955 9 middle using mindmaple software 85.3333 9.50438 3 without using mindmaple software 67.0000 7.07107 2 http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １８８ Total 78.0000 12.58968 5 low using mindmaple software 88.0000 2.82843 2 without using mindmaple software 70.3333 5.03322 3 Total 77.4000 10.40673 5 Total using mindmaple software 87.4167 5.46823 12 without using mindmaple software 68.1429 5.14550 7 Total 80.3158 10.87838 19 Total high using mindmaple software 87.7500 4.33425 8 without using mindmaple software 69.0000 6.55744 3 Total 82.6364 9.92243 11 middle using mindmaple software 82.8333 7.19491 6 without using mindmaple software 64.2500 5.31507 4 Total 75.4000 11.41344 10 low using mindmaple software 79.6667 14.57166 3 without using mindmaple software 56.0000 11.36982 12 Total 60.7333 15.09715 15 Total using mindmaple software 84.5882 7.85063 17 without using mindmaple software 59.7895 10.79907 19 Total 71.5000 15.67801 36 The output indicated that the average score of male high learners using MindMaple Software was 85.00; Middle 83.00; Low 75.00. The mean score of male high learners using Non- MindMaple Software was 75.00; Middle 69.83; Low 75.00. The mean score of male high learners with non- graphic organizer was 65.66; Middle 71.50; Low 58.50. In addition, mean score of female high learners using MindMaple Software was 89.67; Middle 85.67; Low 87.00. The mean score of female high learners using Non- MindMaple lite Software was 78.67; Middle 71.60; Low 68.60. The average performance of female high learners with non- graphic organizer was 63.75; Middle 62.25; Low 50.60. Findings To respond the seven questions, the table was seen below. Table 3. The three-way Annova Source Type III Sum of Squares df Mean Square F Sig. Corrected Model 7564.087a 11 687.644 15.885 .000 Intercept 124068.9 1 124068.9 2.866 .000 gender 380.071 1 380.071 8.780 .007 Socio-Economic status 382.713 2 191.357 4.421 .023 Writing strategy 1559.385 1 1559.385 36.023 .000 gender*socio economic status 599.737 2 299.869 6.927 .004 gender*writing strategy 49.147 1 49.147 1.135 .297 Economic status* writing strategy 17.116 2 8.558 0.198 .822 gender*socio economic status * writing strategy 37.848 2 18.924 0.437 .651 Error 1038.913 24 43.288 Total 192644.000 36 Corrected Total 8603.000 35 http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １８９ The table indicated that the value of gender was 0.007 (F=8.780) or lower than 0.05; gender gave influence to writing performance. The value of socio-economic status was 0.023 (F=4.421) or smaller than 0.05; socio-economic status gave contribution to writing performance. The value of writing strategy (MMS and N- MMS) was 0.000 (F=36.023) or smaller than 0.05; writing strategy gave effect significantly to writing performance. The value of gender and socio-economic status was 0.004 (F=6.927) or smaller than 0.05; gender and socio-economic status simultaneously gave contribution to the learners’ writing performance. The value of gender and writing strategy was 0.297 (F=1.135) or > 0.05; gender and writing strategy simultaneously did not give effect significantly to writing performance. The value of socio-economic status and writing strategy was 0.198 (F=0.822) or higher than 0.05; socio economic status and writing strategy simultaneously did not give contribution to writing performance. The value of gender, socio economic status and writing strategy was 0.437 (F=0.651) or higher than 0.05; gender, socio economic status and writing strategy simultaneously did not give contribution to writing performance. Gender did not give effect to writing performance. To response the first research question: “Does gender give effect to writing performance? Table 3 explained the answer. The significance value (Sig.) of gender was 0.007 (F=8.780) or lower than 0.05; gender gave contribution to the learners’ writing performance. Here, female was better than male in writing performance. The mean score of male was 69.34 and female was 77.47 as seen below. Table 4. Male and Female Gender Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound male 69.343 2.178 64.848 73.837 female 77.468 1.666 74.029 80.908 Socio Economic Status did not give effect to writing performance. To response the second ones: “Does socio economic status give effect to the learners’ writing performance? Table 3 explained the answer. The significance of socio-economic status was 0.023 (F=4.421) or < 0.05; socio-economic status gave contribution to writing performance. In this case, high socio-economic status performed better than middle or low socio-economic status in writing performance. The average score of high socio- economic status learner was 78.54 followed by middle socio-economic status was 73.54; and low socio-economic status was 73.54female was 68.14 as seen below. Table 5. Socio-Economic Status Socio- Economic Status Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound high 78.536 2.674 73.017 84.055 middle 73.542 2.123 69.159 77.924 low 68.139 2.294 63.405 72.873 Dealing with this finding, socio economic status got high relationship with learners’ performance. Additionally, Caponera and Losito (2016) found that socio economic status was an urgent factor affecting learners’ achievement. It was clear that higher socio-economic status tent to lead higher learners’ achievement and lower socio-economic status tent to lead lower achievement. Aikens and Barbarin (2008) stated that low socio-economic learners had slower language acquisition. Relevant studies found that socio economic status influenced learners’ outcomes (Eamon, 2005, Hochschild,2003). Writing strategy did not give effect to writing performance. To response the third ones: “Does writing strategy give effect to writing performance? Table 3 explained the answer. The significance of writing strategy (MMS and N- MMS) was 0.000 (F=36.023) or < 0.05; writing strategy gave contribution to writing performance. In this case, writing strategy using mindmaple software performed better than http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １９０ writing strategy without using mindmaple software middle in writing performance. The mean score of writing strategy using mindmaple software was 81.64; and writing strategy without using mindmaple software was 65.18, as seen below. Table 6. Writing Strategy Writing Strategy Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound using mindmaple software 81.635 1.995 77.518 85.752 without using mindmaple software 65.176 1.882 61.292 69.059 Gender and socio-economic status did not give effect to writing performance. To response the fourth ones: “Do gender and socio-economic status give effect to the learners’ writing performance? Table 3 explained the answer. The significance of gender and socio- economic status was 0.004 (F=6.927) <0.05. It meant that gender and socio-economic status simultaneously contributed significantly to the learners’ writing performance. In this case, male and female learners with high socio-economic status performed better than male and female learners with middle and low one. The average score of male and female learners with high socio- economic status were 80.00 and 77.07. In contrast, the average score of men and women learners with middle socio-economic status were 70.92 and 76.17, as follows: Table 7. Gender and SocioEconomic Status Gender Economic Status Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound male high 80.000 4.652 70.398 89.602 middle 70.917 3.003 64.719 77.115 low 57.111 3.468 49.954 64.268 female high 77.071 2.638 71.628 82.515 middle 76.167 3.003 69.969 82.365 low 79.167 3.003 72.969 85.365 Gender and writing strategy did not give effect to writing performance. To response the fifth ones: “Do gender and writing strategy give effect to the learners’ writing performance? Table 3 above explained the answer. The significance of gender and writing strategy was 0.297 (F=1.135) >0.05; gender and writing strategy did not contribute to writing performance. In this case, the average score of both male and female using mindmaple software was 76.11 and 87.16. the mean score of both without using mindmaple software was 62.57 and 67.78, as seen below. http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １９１ Table 8. Gender and writing strategy. Gender Writing Strategy Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound male using mindmaple software 76.111 3.350 69.197 83.025 without using mindmaple software 62.574 2.784 56.829 68.319 female using mindmaple software 87.159 2.167 82.687 91.631 without using mindmaple software 67.778 2.532 62.551 73.004 Socio economic status and writing strategy did not give effect to writing performance. To response the sixth one: “Do socio economic status and writing strategy give effect to writing performance? Table 3 explained the answer. The significance of socio-economic status and writing strategy was 0.198 (F=0.822) or > 0.05; socio economic status and writing strategy simultaneously did not give influence to writing performance. In this case, the mean score of high socio-economic status learners using mindmaple software was 86.57. The mean score of high socio- economic status learners without using mindmaple software was 70.50. The mean score of middle socio-economic status learners using mindmaple software was 82.83. The mean score of middle socio-economic status learners without using mindmaple software was 64.25. The mean score of low socio-economic status learners using mindmaple software was 70.50. The average score of low socio-economic status learners without using mindmaple software was 60.78, as illustrated in Table 9. Table 9. Socio economic status and writing strategy Economic Status Writing Strategy Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound high using mindmaple software 86.571 3.517 79.313 93.830 without using mindmaple software 70.500 4.029 62.185 78.815 middle using mindmaple software 82.833 2.686 77.290 88.377 without using mindmaple software 64.250 3.290 57.460 71.040 low using mindmaple software 75.500 4.029 67.185 83.815 without using mindmaple software 60.778 2.193 56.251 65.304 Gender, socio economic status and writing strategy did not give effect to writing performance. To response the seven ones: “Do gender, socio economic status and writing strategy give effect to writing performance? Table 3 explained the answer. The significance of gender, socio economic status and writing strategy was 0.437 (F=0.651) or > 0.05; they did not give contribution significantly to writing performance. In this case, the mean score of male high socio-economic status learners using mindmaple software was 85.00. The mean score of male high socio-economic status learners without using mindmaple software was 70.00. The mean score of male middle socio economic status learners using mindmaple software was 80.33. The mean score of male middle socio economic status learners without using mindmaple software was 61.50. The mean score of male low socio-economic status learners using mindmaple software was 63.00. The mean score of male low socio-economic status learners without using mindmaple software was http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １９２ 51.22. Meanwhile, the mean score of female high socio-economic status learners using mindmaple software was 88.14. The mean score of female high socio-economic status learners without using mindmaple software was 66.00. The mean score of female middle socio-economic status learners using mindmaple software was 85.33. The mean score of female middle socio-economic status learners without using mindmaple software was 67.00. The mean score of female low socio- economic status learners using mindmaple software was 88.00. The mean score of female low socio economic status learners without using mindmaple software was 70.33, as follows. Table 10. Gender, socio-economic status and writing strategy Gender Socio Economic Status Writing Strategy Mean Std. Error 95% Confidence Interval Lower Bound Upper Bound male high using mindmaple software 85.000 6.579 71.421 98.579 without using mindmaple software 75.000 6.579 61.421 88.579 middle using mindmaple software 80.333 3.799 72.493 88.173 without using mindmaple software 61.500 4.652 51.898 71.102 low using mindmaple software 63.000 6.579 49.421 76.579 without using mindmaple software 51.222 2.193 46.696 55.749 female high using mindmaple software 88.143 2.487 83.010 93.275 without using mindmaple software 66.000 4.652 56.398 75.602 middle using mindmaple software 85.333 3.799 77.493 93.173 without using mindmaple software 67.000 4.652 57.398 76.602 low using mindmaple software 88.000 4.652 78.398 97.602 without using mindmaple software 70.333 3.799 62.493 78.173 http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １９３ To observe interaction effect among variables was explained in plot diagram, as seen below. Figure 1. The interaction effect among variables CONCLUSION The finding confirmed that separately there was a different effect for gender (F= 8.780; p=0.007); socio economic status (F=4.421; p=0.023), and writing strategy using MindMaple lite Software (F=36.023; p=0.000) on writing performance. The study also showed that an interaction effect occured between gender and socio-economic status (F=6.927, p= 0.004). Here, females performed better than males; high socio- economic status learners did better than the others; learners using MindMaple Software ware performed better than without using MindMaple Software. In contrast, the finding found no interaction effect between gender and writing strategy (F=1.135, p=0.297); socio-economic status and writing strategy (F=0.198, p=0.822); gender, socio-economic status and writing strategy using MindMaple Software (F=0.437, p=0.651). The study concluded that gender, socio-economic status and writing strategy did not contribute simultaneously on writing performance. Dealing with the findings on socio economic status and academic achievement, it was in line with Milne and Plourde (2006). Furthermore, the educational literature confirmed that socio economic status was an academic achievement predictor (Reardon, 2011). The results were supported by relevant studies such as Al-Jarf (2009) revealed that Mind Mapping software contributed to learners’ writing performance. The composition produced by learners using Mind Mapping software performed better. Naqbi (2011) confirmed that mind mapping increased learners’ http://journal.unnes.ac.id/ LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １９４ writing product. Then, Darayesh (2003) believed mind mapping strategy could develop learners’ writing ability. This study affirmed that mind mapping could perform better writing performance. It was recommended that L2 teachers were encouraged to apply mind mapping in EFL writing class to help learners organize ideas and broaden writing skills. This would motivate learners to generate ideas. Other researchers were recommended to investigate similar research to validate the findings with wider sample size. REFERENCES Ahangari, S., & Behzady, L. (2011). The effect of explicit teaching of concept maps on Iranian EFL learners writing performance. American Journal of scientific research. 61, 100-112. Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100, 235-251. Akinwamide, T. K. (2012). The influence of process approach on english as second language learners’ performances in essay writing. ELT, 5, 16-29. Al-Jarf, R. (2009). Enhancing freshman learners’ writing skills with a mind map software. 5th International Scientific Conference, eLearning and Software for Education. Issue 2. Bucharest. https://www.researchgate.net/profile/Reima -Al-Jarf/publication/280712269 Al-Naqbi, S. (2011, May). Using mind map to develop writing skills in UAE Schools. Education, Business and Society: Contemporary Middle Eastern. 4(2). 120-133. http://doi.org/10.1108/17537981111143855 Alsamadani, H. A. (2010). The relationship between Saudi EFL learners’ writing competence, L1 writing proficiency, and self- regulation. European Journal of Social Sciences, 16, 53-63. Ary, D., Lucy, C.J., Chris, S., & Asghar R. (2010). Introduction to Research in Education. (8th ed). Wadsworth Cengage Learning. Ausubel, D.P., Novak, J.D., & Hanesian, H. (1978). Educational Psychology: A Cognitive View (2nd ed.). Holt, Rinehart and Winston Cambridge. Brown, H. Douglas. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. (4th Ed). Addison Wesley Longman, Inc. Buzan, T. & Buzan, B. (2000). The Mind Map Book. BBC Worldwide Limited. Buzan, T. &Buzan, B. (2007). The Mind Map Book. BBC Active. Buzan, T. (2009). Advantages of Mind Map. http://destech.wordpress.com/2009/09/22/ad vantages-of-mind-map. Buzan. T. (2014). Learn to mind map. Tonybuzan. http://www.tonybuzan.com/about/mind- map. Cañas, A.J., Hill, G., Carff, R., Suri, N., Lott, J., Gómez, G., Eskridge, T.C., Arroyo, M.Carvajal, R. (2004). CmapTools: A knowledge modelling and sharing environment. Conference Paper https://www.researchgate.net/publication/2 15439870. Caponera, E., & Losito, B. (2016). Context factors and student achievement in the IEA studies: evidence from TIMSS. Large-scale Assessments in Education : an Iea-Ets Research Institute Journal, 4 (1), 1-22. Chan, W. L. [ 陳 惠 玲 ]. (2004). The effectiveness of using mind map skills in enhancing secondary one and secondary four students' writing in a CMI school. Unpublished Thesis. University of Hong Kong. http://dx.doi.org/10.5353/th_b3023084 Darayesh, A.(2003). The effect of a proposed program based on semantic mapping and brainstorming strategies on developing the english writing ability and attitudes of the first scientific secondary learners. Unpublished Ph. D. Dissertation, Amman Arab University for Graduate Studies. Derbentseva, N., Safayeni, F., & Cañas, A. J. (2007). Concept maps: Experiments on dynamic thinking. Journal of Research in http://journal.unnes.ac.id/ https://www.researchgate.net/profile/Reima-Al-Jarf/publication/280712269 https://www.researchgate.net/profile/Reima-Al-Jarf/publication/280712269 http://doi.org/10.1108/17537981111143855 http://destech.wordpress.com/2009/09/22/advantages-of-mind-map. http://destech.wordpress.com/2009/09/22/advantages-of-mind-map. http://www.tonybuzan.com/about/mind- http://www.tonybuzan.com/about/mind-mapping https://www.researchgate.net/publication/215439870 https://www.researchgate.net/publication/215439870 http://dx.doi.org/10.5353/th_b3023084 LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １９５ Science Teaching, 44, 448–465. https://doi.org/10.1002/tea.20153 Deshatty, D.D., & Mokashi, V. (2013). Mind maps as a learning tool in anatomy. International Journal of Anatomy and Research, 1(2), 100-103. ISSN 2321- 4287. https://www.ijmhr.org/ijar_articles_vol1_02/ 227.pdf Eamon, M.K. (2005). Social-demographic, school, neighborhood, and parenting influences on academic achievement of Latino young adolescents. Journal of Youth and Adolescence, 34(2), 163-175. Farrand, S., Hussain, F. & Hennessy, E. (2002). The efficacy of the mind map study technique. Journal of Medical Educational, 36(5), 426-431. https://doi.org/10.1046/j.1365- 2923.2002.01205.x Firmansyah, A. (2013). The influence of mind map technique and learners’ attitude toward learners’ ability in writing a recount text of the eighth-grade learners of state junior high school 45 Palembang. Ripteksi Kependidikan PGRI, 2(1). Goodnough, K. & Woods, R. (2002, April). Student and lecturer perceptions of mind map: a middle school case study. American Educational Research Association Annual Meeting, 1st-5th April 2002. https://files.eric.ed.gov/fulltext/ED470970.p df Grant, D.G. (2006). Mindmapping: How a simple technique can dramatically increase your writing speed. http/:www.publicationcoach.com Haveman, R., & Wolfe, B. (2008). The determinants of children’s attainments: A review of methods and findings. Journal of Economic Literature, 33(4), 1829-1878. Hochschild, J.L. (2003). Social Class in Public Schools. Journal of Social Issues, 59(4), 821-840. Holland, B., Holland, L. & Davies, J. (2003/2004). An investigation into the concept of Mind Map and using Mind Map software to support and improve student academic performance. Learning and Teaching Projects University of Wolverhampton. 89-94. https://core.ac.uk/download/pdf/1931634.pd f Howitt, C. (2009). 3D mind maps: placing young children in the centre of their own learning. Teaching Science, 55(2), 42-46. Igi global. https://www.igi-global.com/dictionary/EFL- classroom Hwang, G.J. Wu, C.H. & Ray, K.F. (2013). Effects of touch technology-based concept mapping on learners' learning attitudes and perceptions. Journal of Educational Technology & Society, 16(3), 274. Javid, C., & Umer, M. (2014). Saudi EFL Learners’ Writing Problems: A Move towards Solution. Proceeding of the Global Summit on Education GSE, 4-5. Jeynes, W.H. (2002). Examining the effects of parental absence on the academic achievement of adolescents: the challenge of controlling for family income. Journal of Family and Economic Issues 23(2). Jones, B.D., Ruff, C., Snyder, J.D., Petrich, B., & Koonce, C. (2012). The effects of mind map activities on learners’ motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). 1-21. http://dx.doi.org/10.20429/ijsotl.2012.060105 Kaur, J & Singh, K.A. (2004, March). The effects of mind map strategies on the development of writing skills of selected form three learners. Unpublished Thesis. Universiti Putra Malaysia. http://psasir.upm.edu.my/id/eprint/316/ Lee, Y. & Cho, S. (2010). Concept map strategy to facilitate foreign language writing: a Korean application. http://aatk.org/html Leyden, A. (2013). What is a mind map? https://www.examtime.com/blog/what-is-a- mind-map Maghsoudi, M., & Haririan, J. (2013). The impact of brainstorming strategies Iranian EFL Learners writing skill regarding their social class status. Journal of language and linguistics. 1(1). 60-67. http://dx.doi.org/10.11648/j.ijll.s.20130101.20 http://journal.unnes.ac.id/ https://doi.org/10.1002/tea.20153 https://www.ijmhr.org/ijar_articles_vol1_02/227.pdf https://www.ijmhr.org/ijar_articles_vol1_02/227.pdf https://doi.org/10.1046/j.1365-2923.2002.01205.x https://doi.org/10.1046/j.1365-2923.2002.01205.x https://files.eric.ed.gov/fulltext/ED470970.pdf https://files.eric.ed.gov/fulltext/ED470970.pdf https://core.ac.uk/download/pdf/1931634.pdf https://core.ac.uk/download/pdf/1931634.pdf https://www.igi-global.com/dictionary/EFL-classroom https://www.igi-global.com/dictionary/EFL-classroom http://dx.doi.org/10.20429/ijsotl.2012.060105 http://psasir.upm.edu.my/id/eprint/316/ http://aatk.org/html http://www.examtime/ http://dx.doi.org/10.11648/j.ijll.s.20130101.20 LANGUAGE CIRCLE: Journal of Language and Literature 17(1) October 2022 p-ISSN 1858-0165 Available online at http://journal.unnes.ac.id e-ISSN 2460-853X １９６ McGriff, S. (2007, May). Instructional systems program. Pennsylvania State University, 62(2), 8-25. McNeal, R.B. (2001). Differential effects of parental involvement on cognitive and behavioral outcomes by socioeconomic status. Journal os Socio-Economics 30(2), 171. Milne, A., Plourde, L.A., (2006). Factors of a low- SES household: what aids academic achievement? Journal of Instructional Psychology 33, 183–193. MindMaple. (2018). http://www.mindmaple.com MindVector. (2018). https://www.mindvectorweb.com Novak, J.D. & Cañas A.J. (2006, January). The theory underlying concept maps and how to construct them. Technical Report IHMC CmapTools. Institute for Human and Machine Cognition. http://cmap.ihmc.us/publications/researchp apers/theorycmaps.htm Ralston, J. & Cook, D. (2007). Collaboration, ICT and Mind Mapping. Reflecting Education, 3(1), 61-73. Reardon, S. (2011). The widening achievement gap between the rich and the poor: new evidence and possible explanations. In: Duncan, G.J., Murnane, R.J. (Eds.), Whither Opportunity? Rising Inequality, Schools and Children’s Life Chances. Russell Sage. 91–116 Saed, H. & Al-Omari, H.(2014). The effectiveness of a proposed program based on a mind mapping strategy in developing the writing achievement of eleventh grade EFL Learners in Jordan and their attitudes towards writing. Journal of Education and Practice,5. 88- 100. Saqqa, S. (2006). The effect of computer assisted semantic mapping and brainstorming on jordanian upper basic stage learners' reading comprehension and writing in English. Amman Arab University for Graduate Studies. Smalley, R.L., Ruetten, M.K. & Kozyrev, J.R. (2001). Refining Composition Skills: Rhetoric and Grammar. Heinle& Heinle Publishers. Toi, H (2009). Research on how Mind Map improves Memory. Paper presented at the International Conference on Thinking, Kuala Lumpur http://journal.unnes.ac.id/ http://www.mindmaple.com/ https://www.mindvectorweb.com/ http://cmap.ihmc.us/publications/researchpapers/theorycmaps.htm http://cmap.ihmc.us/publications/researchpapers/theorycmaps.htm