The Effectiveness of Mind Mapping on Short Story Comprehension in ELT

This report investigates the effectiveness of mind mapping as a teaching tool for enhancing short story comprehension among Form 4 ESL students. Conducted as a quasi-experiment with control and experimental groups, the study assessed students' comprehension and recall abilities through pre- and post-tests. The findings indicate that the mind mapping method significantly improved students' understanding of short stories. The research also highlights the adaptability of the mind mapping technique to suit different proficiency levels. The report emphasizes the need for teachers to adopt mind mapping as an engaging and effective method to improve students' engagement and understanding of literature in the English Language Teaching (ELT) curriculum, particularly within the context of the Malaysian education system.

International Journal of Innovative Technology and Exploring Engineering (IJITEE)
Mind Mapping as a Tool to
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
Abstract: Literature was infused within
the English curriculum as a significant transformation in
the English Teaching (ELT) and to boost students’
language proficiency. The ineffectual teaching approaches
implied by teachers in the classroom and students’ inability
to comprehend the stories are the main obstacle for them to
show interest in learning literature. This paper examines
the usefulness of using mind mapping method in teaching
literature short stories. A total of 30 Form 4 students were
chosen as the respondents for this investigation. A quasi-
experiment was conducted to examine the students’
effectiveness in comprehending and recalling the short
story read. A pre-test and post-test are performed upon
control as well as experimental team to evaluate the
students’ performance. The research finding signifies that
mind mapping method does improve the students’
comprehension and recalling ability. The skills of using
Mind Map can be modified based on the students’
proficiency level. Thus, teachers should use the mind
mapping method, as it is very interesting, useful and an
effective method.
Keywords : English As A Second Language (ESL),
Literature in KBSM, Comprehend, Mind Map, Short
Stories
Introduction
The mastery of English is crucial for pupils to
achieve access to data and information obtainable in
English. As quoted by Rosli Talif from NCTE (National
Council of Teachers of English, 1976) over the years, the
role of English throughout the world has significantly
changed. The National Council of teachers of English
(NCTE) within the United States signified
that English study in the mid-1960s was largely seen as an
educational discipline comprising language, literature and
composition. Based on Rosli Talif (1995), the mounting
activities within classrooms of English language are keys
to the effectiveness of language learning. The language
development which are becoming more clear and obvious,
results specifically via the study of literature.
In the process of re-establishing English, the
literature learning as well as teaching has emerged again
within Malaysia, after its value has been unearthed and
impressed upon. The Ministry of Education proclaimed a
major transformation into the policies of English language
teaching(ELT). It is infusion of literature as a part of the
English Language curriculum in secondary schools, as
literature is to be inculcated as a part
of English Language programme.
This means that the teaching stylistics in the
classroom would undergo some modifications too.
Literature was reintroduced to the Malaysian students in
the year 2000 and the first batch to implement this
component was the Form 1 and Form 4 students. It was
then followed by the Form2 and Form 5 students in the
year 2001 and finally in the year 2002 it was implemented
to Form 3 students as well. This move makes the point that
the study of literature benefits all learners of the language.
As stated by Raj & Hunt, (1990) in Gurnam Kaur
Sidhu (2003), as a result of the implementation of
literature, schools have become aware of the consequence
in learning literature and are promoting effectual methods
to develop the literature learning as well as learning.
Literature consists of assorted parts like poems, plays,
novels, short stories and different genres. These are the
ingredients that make the teaching and learning of the
second language more fun.
Literature also amplifies motivation to read among
students; when they read a good story they enjoy reading it
and want to know what happens next without worrying
about the linguistic difficulties. If a student can be so
engrossed in short stories just by reading it, teachers can
maintain the interest and create awareness in students who
find literature boring and burden to some.
Short stories are part of the literature component
and are implemented now in Form 1, Form 2 and Form 4.
‘Leaving’ by M G Vassanji and ‘Tanjong Rhu’ by Minfong
Ho are the two short stories to be covered as highlighted in
the Form 4 English language syllabus.
However, according to Koon (2003), teachers
were caught unaware as literature in English is totally a
new thing to them. The situation occurs because there were
no proper guidelines to assist them. They have to teach the
literature component using their own pedagogical tools
regardless of whether they were effective or not, for it is a
compulsory element to be taught. However, for the students
to perform their best, teachers use the effective teaching
techniques in the literature classroom. Listen in, read in and
react to various texts, and express thoughts and feelings
resourcefully in spoken and written form are the main goals
into learning as well as teaching of short stories in KBSM
literature element.
Despite the above deliberations and the emphasis
on the importance of learning short stories, the fact remains
that there are still students who lack interest in this
segment. For attaining the goals and learning outcomes, the
students must be able to understand and comprehend well
the short stories read. The above elements can be achieved
via the teachers’ effort and effective teaching techniques.
Teaching and learning process will be more successful,
self-governing and enjoyable when the appropriate
technique is used to heave the students’ attention towards
the lesson.
For students who enjoy reading and comprehending stories
just by reading it, literature is just another story for them.
However, for students who could not comprehend the short
story read, they struggle to perform their best and thus the
objectives and learning outcomes could not be achieved.
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
They fail to focus and get bored with the lesson when they
could not comprehend the literary text. Students disliked
literature because they find it a difficult subject. Dull and
boring lessons in class probably are one of the major
factors that huge number of students assumes that literature
is a dull, difficult and unexciting subject.
An appropriate teaching method, which will enable the
students to comprehend and recall the short story better and
faster without difficulty, is needed. In order to implement
effective and suitable teaching techniques for most
students, the researcher suggested the use of Mind Map in
learning literature short stories.
A study on ‘Literature through Mind Maps’ has been done
by Shameem Rafik-Galea and Jasvir Kaur Sidhu in a
secondary school and they found the students showed
improvement by reading better and Mind Map
independently to reflect their understanding. The aim of
this study is to measure the effectiveness of using mind
mapping in teaching literature short stories. The study is
also set to analyze the English teachers’ perception on this
mind mapping method in the literature classroom.
There is huge importance of innovation in education and
mind mapping in development of language and attainment
of the proficiency. One of the innovative tool which further
help in promoting and building creative writing in rural
primary school is known as Popsicle Simile. This is the
important tool which further aid in development of the
language and work on development through bring
efficiency in base of education. Right now, this is not used
but is emergence with the time period brings many changes
in education field. This will further aid in the development
of the skills and academic content knowledge. Initially, it is
important for ESL teachers to get knowledge about this
innovative technique and then use in development of the
criterion of creative writing. It helps the learners of
Popsicle Simile in generation of content with the help of
lexical research and writing of the paragraphs in creative
writing. This will become the additional method which
help in enhancing the ability of teachers to use this method
in teaching creative writing [1].
The use of such innovative material attached wit h
large number of benefits which are grabbed by teachers in
ESL classroom and this will beneficial to bridge the gap
classroom knowledge and students participation in the1
classroom. In this regard, identified that teachers
preparation for professional programs help in continuous
innovation which further aid in building the skill of the
teachers to actualize the vision. The importance of this in
context of Malaysia is important in nature because this will
provides an opportunity in development of the students
reside in the rural areas of Malaysia[2]. Usage of innovative
tool help in motivation of the students of those areas and
contribute in their effective development.
II. Literature Review
A. Literature in KBSM / KSSM
The English Language syllabus is planned
according to the goals of the KBSM which has its concept
of lifelong education. As found in KBSM (2000), its aims
are also geared towards the progress of an ethically erect
person who is assimilated intellectually, spiritually,
emotionally and physically. It is also aimed to provide
students with proficiency in English Language in order for
them to commune effectively. The subject literature is
added into course of study in a small portion. This new
move is believed to trigger students’ interest in reading
more enjoyable works and to use them as a vehicle to
strengthen their English language.
The use of literature will help students to be
imaginative and creative because they are exposed to
different genres of literature thus able to see the different
linguistic elements and styles of writing. Even though it has
been almost six years after the implementation of literature
in schools, there are still students facing difficulties with
this component. In order to motivate students towards
literature, interesting, creative and innovative teaching
methods or techniques need to be carried out in order to
comprehend the students and literary text well. Students
must be able to remember the important issues or matters
of the stories they have read in order to justify that they
have mug the story well without any problem. In order to
achieve this notion, our teachers are trying their best to
come out with an effective method to teach short stories,
but we must always keep in mind that not all methods will
1 Madut, I.T. and Yunus, M.M., 2017, May.
Popsicle Simile: An Innovative Tool in Promoting Creative
Writing among Rural Primary School ESL Learners.
In International Conference on Education (ICE2) 2018:
Education and Innovation in Science in the Digital Era (pp.
425-431).
2
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
show positive sign for every student is different. So, we
have to make sure that teachers are creative in using
suitable resources in planning their activity. The new
education Blueprint is provided by Ministry of education of
Malaysia which will be going to implement in three
different waves starting from 2013 until 2025. The main
aim of this education Blueprint is about the development of
standard of education at international level and getting
ready the Malaysian children's for 21st century. The aspects
which are considered under this includes about the effect of
the English language teaching in Malaysia. This will
includes about change in approach of teaching where
education is going to be student centered instead of teacher
focused. The major output which is noticed through the
development of this includes about higher participation of
students in classroom activities which is development of
the important skill in 21st century. Government of Malaysia
is identified that education is the main driver which help in
the development of human and economic capital. They
seemed that it is important for development of the
education to face the global economic and social
challenges. The Blueprint is developed by the government
due to the reason of slipping in the bottom in PISA. As, the
main aim is that getting further drastic transformation in
education system until 2025.
There is huge impact of the different writing
strategies in the development of writing performance of
ESL intermediary proficiency learners. It is important to
provide in that respect because many of the teacher don't
have knowledge about different writing strategies which
have some amount of contribution in the development of
writing skills of students. All the participants are required
to go through 36 different intermediate proficiency levels
in two different classes. One class is named as instruction
group and other one is named as control group. The
instruction group is going under eight week treatment
period where they get the knowledge about self regulated
strategy development approach which has main focus over
the development of meta-cognitive and cognitive writing
strategies[3]. After comparison of the results of the both
group ascertained that instruction outperformed the control
group. Overall, ascertained that providence of the
knowledge about different writing strategies have positive
impact over the performance of ESL students and becomes
essential part of ESL writing pedagogy. The major is focus
on development of the English is provided because it is
important for the students of Malaysian countries to
effectively write in both languages mother tongue and
English. This becomes the reason that different type of
writing strategies are used in the development of the
English of ESL students. The further classification of the
strategies is also done which are named as strategies on
planing, retrieving, generating ideas, verbalizing,
translating, rereading, evaluating and others.
B. Comprehending Literary Texts
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Comprehension elements highlight the thinking
skills that are at high level. This is referred as components
as well as framework of text like characters, plots as well
as themes which are the fundamentals in short stories.
Comprehension skill also requires students for interpreting,
analyzing, concluding as well as drawing inferences related
with it to its own skills as well as experiences. Without
understanding the stories read, the students will not be able
to continue with the tasks listed above.
The hitch of comprehending the stories read will
lead to further problems such as students’ inability to
identify, understand and interpret information read.
Furthermore, it is a must for the students to be able to read
between the lines and analyze the stories critically. An
appropriate approach on how to comprehend the
underlying meaning of the literary texts or short stories is
crucial in teaching literature short stories.
Techniques like using the Mind Map in teaching
and learning literature short stories is a good way of
exposing students to effective method of comprehending
the text or stories read. This chapter will further explain on
the usage of Mind Map and its benefits.
C. Why We Should Use Mind Map?
Tony Buzan develops Mind Map as a way of
helping students to make notes using keywords and images.
They are a lot of faster to form, and far easier to
recollect and review as a result of their visual quality and
also the non-linear nature of Mind Map. Mind Map is also
said to be a structured strategy of note-taking which shows
the connection of ideas in which students produce notes
randomly on paper.
Tony Buzan (2000), a popular psychology author
describes Mind Map as a powerful graphic technique,
which unlocks the ability of the brain using a general key.
This method can be used by anyone in each facet of
life wherever increased knowledge as well as clear-cut
thoughts can magnify the performance of individuals.
Mind Map is the most user-friendly creative thinking tool
given by Tony Buzan. Its main objective is to tap the
manner the brain exactly performs. Mind mapping enables
thought process for spreading out within a mid
concentration while facilitating a atomistic image of
circumstances.
As had been mentioned earlier, Mind Map is an effective
note-taking method which uses key words, lines, colours,
images and other visual images as well. The most
comprehensive note taking systems require attention on the
students’ part. The mind mapping method will be a useful
and helpful method to the students not only in the sense of
note-taking but it will also enable the students to
comprehend and remember things faster and better. The
benefits of Mind Map are plenty if it is used in a proper and
an organized way and it certainly believed to win as an
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
effective method especially within literature learning as
well as teaching short stories.
Mind Map is chosen as an effective teaching, note-taking
and brainstorming tool because it is better than planning in
a linear way. A linear or in-a-line means that, writing the
introduction followed by the first paragraph’s topic
sentence and then the sub-topics of the first sentence. It is
then continued with other paragraphs and the conclusion.
This linear method is not good for students as they cannot
expand their ideas freely because the order is decided
before writing. So, if students change their mind or need to
do corrections or additions, they need to rewrite the whole
text all over again. The situation differs if Mind Map is
used instead of the linear method. The students’ just need
to pour out their ideas on a sheet of paper connecting to the
main subject and finally decides the order of the ideas. It is
easier to go back to a Mind Map and add in or update than
we can on linear form notes. Put the picture into middle of
the page where connectors are drawn for all directions
where image is formed. After that, all diagrams should be
located in page where associated network is formed.
Therefore, after performing all activities, mind map is
achieved.
In our focus which is literature short stories, how does a
Mind Map helps in comprehending and remembering facts
or important issues better and faster? Literature is
something different than other subjects. In literature, there
is no wrong or right answer. You cannot say that your idea
or opinion is correct and others are wrong. You can only
say yours is better than others by providing relevant
evidences. Students need to remember the evidences
according to the situation required. How well can students
do it without having a proper thinking skill and ways to
express them? And why there are still students whom
dislike literature?
Creative approaches to teaching literature do exist. It
covers teachers’ way of teaching creatively. If a teacher
just teach his or her students in conventional ways, it is
likely for students to just listen but not absorb the contents.
One of the creative approaches introduced here is the Mind
Map for it brings out the internal thoughts of a student.
Besides, the method should be student centered and no
longer teacher centered. Just let our students to explore
literature by themselves. Teacher should facilitate the
students after telling them what they should do.
Mind Map might seem to be childish to certain people for it
is colourful, inserted with images, arrows and other
attractive symbols, but that is how the brain works and
Mind Map follows the way our mind thinks. Students will
be amazed by the way Mind Map works for them. There is
huge contribution of mind map in MUET writing. This will
aid in investigation of SMK oya Pre-u students perception
through using the strategy of mind map into MUET
writing. From the examination of information gathered
ascertained that more number of students have optimistic
perception behind the usage of the mind map strategy into
skills development4]. The application of mind map
provides an opportunity to the students in respect of
planning of its writing as well as getting in depth
knowledge while writing the subject matter which results in
promotion of creative writing. This results clears up that
usage of this strategy in ESL would be successful in nature
and help to get appropriate results.
D. Applying Mind Map in the Teaching of
Literature
According to Kokila Amarnath in Reflections
(September, 2003), methods used by the teachers must be
creative, exiting and motivating because in today’s
scenario, teaches need to cater children who get bored
easily with the routine and mundane work. The methods
used must be able to break the monotony and motivate the
students to participate actively in the lesson.
Literature lessons require the students to
remember certain issues from the story. So, note-taking
will be easy and quicker to make through Mind Map. Using
a completed Mind Map, the students will find it easy to
refer to the story. Recalling and revising the story too will
not be the major problems for the students. This is because
the notes that they make are easy to be understood and they
can edit it anytime they want. So, mind mapping will
always be a useful and effective tool for teaching literature.
Teaching is an art which help in development of the overall
literature and contribute to attain command over language.
Build me up is the program which is going to start in rural
areas primary school of Belaga, Sarawak. The main aim of
this program is about providence of help to 5 year old
pupils to overcome from the issue of constructing correct
sentences. The major focus is provided upon the
development of the basic which help to write English in
correct form. The information about different aspects
which help to write sentence in proper manner is provided
that includes usage of past, present, present continuous,
past continuous tense correctly[5]. Also, taught about
sentence pattern which provides an opportunity to improve
their writing. This will comes as the best method which
provides an additional method to the teachers to improve
their learning and writing. This step is taken at initial level
because English is the second language of the Malaysia and
government is more concern about the development of their
education system. The different kind of benefits which are
associated with this development includes getting
strengthen in vocabulary, grammar, thinking, planning,
editing and revising.
E. Previous Research Done
4 Ien, L.K., Yunus, M.M. and Embi, M.A., 2017.
Build me up: Overcoming writing problems among pupils
in a rural primary school in Belaga, Sarawak,
Malaysia. Jurnal Pendidikan Humaniora. 5(1). pp.1-7.
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
Shameem Rafik-Galea and Jasvir Kaur had carried
out a study on ‘Teaching Literature through Mind Maps’
on Form 3 students. Their main aim of the study is to
analyze the utilization of mind maps within the class of
literature. The pupil responded well towards method as
well as they are capable to associate characters as well a
its mind map distinctly showed its knowledge of what it
have interpret . Having the study above as a reference, the
researcher will be using this technique on 30 Form 4
students via the experimental method.
III. Methodology
This was a quasi-experimental research which was
aimed to determine if the usage of Mind Map in teaching
short stories enables the students to comprehend and
recall[2] the story faster and also to examine the teachers’
perception concerning the use of Mind Map in teaching
Literature short stories. This research was conducted on a
group of Form 4 students from a sub-urban school in the
Sepang district.
An interview session was also utilized to gather
the English teachers’ conceptualization in respect of using
mind mappings methods method into literature classroom.
This research was entirely based on the students’
performance.
A. Research Design
30 Form 4 students have participated in this
research and all the students were represented from one
class. A test was given to all the students and they were
separated into control and experimental group according to
the result of the test. This shows that there were 15 students
in both the experimental and control group. The researcher
selected the students from one class as the subjects in order
to make the data collection easier and also enable the
teacher to compare the result of the students individually
without much hassle.
The method selected for this particular
investigation is a pre-test as well as post-test which was
conducted on the selected subjects. Pre-test was provided
for the group of control as well as experimental before the
treatment for measuring the students’ understanding and
recalling ability on the latest short story learnt. As for the
rest of the research, only the experimental group students
were exposed to the mind mapping method and in usage
whilst the control group was required to continue their
literature lessons as usual which was conducted by their
English teacher. The reason is to see if there were any
progresses due to the treatment conducted towards the
experimental group as well as to compare the findings with
the control group.
Once the entire teaching process came to an end
for that particular short story, a post-test was given to the
students of both the experimental and control group.
Questionnaires were also given to all the English Language
teachers. The research design for the research is shown as
follow :
Figure 1: Research Design
Figure 1 shows that the chosen class was given a
test before they were disseminated into experimental and
control group. The test was to make sure that each group
contains students of every level and thus it will provide the
researcher a fair and reliable end result. Once the students
were separated according to their test result, a pre-test was
given to both the experimental and control group. This pre-
test examined the students’ recalling ability as well as the
comprehension on a particular short story which they have
already learnt in their previous lessons. Next, the treatment
on the use of Mind Maps in learning literature short stories
was given to the experimental group. Meanwhile the
control group carried on their lessons with their normal
schedule and learning method. Once the entire treatment
ended, a post-test was conducted to both the experimental
and control group were evaluated to gain the outcome.
The research was done with the help of the
students’ English teacher during the experiment. The
researcher produced the activities to be given to the
students throughout the treatment period as well as the test,
pre-test and post-test.
IV. Findings and Discussion
The scores obtained in the pre-test as well as the
post-test for control as well as the experimental groups
were presented in the form of line chart. The purpose of
using line chart is to show clearly the comparison of results
between the two tests for each student.
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
The scores obtained from the tests given were
interpreted in order to find out whether the students’
understanding and recalling ability had improved after the
treatment. The pre-test scores were compared with the
post-test in order to find out if the students achieved a
better result after the treatment.
A. Pre-Test and Post-Test Results of the
Experimental Group
Figure 1.1 : Comparison between the Pre-Test and Post-
Test of the Experimental Group
Figure 1.1 shows the results obtained by the
students from the experimental group for the pre-test and
the post-test. Fourteen out of fifteen students showed a
maximization into its performance of post-test. Mind
mapping method really worked well on majority of the
students for it is a fun-filled way of learning literature
where the students create their own short notes based on
the mind mapping rules. Similarly in Yunus (2016), by
using the mind mapping strategy, the students’ have
improved significantly in their capability for transferring
the meaning for writing summaries which leads them to
write more perfectly, completely as well as formed concise.
Rather than reading and understanding someone else’s
notes, students learned more effectively by using their own
notes which were creatively done with pictures, colours to
differentiate main ideas, lines to radiate their ideas out and
so on.
B. Pre-Test and Post-Test Results of the Control
Group
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
Figure 1.2 : Comparison between the Pre-Test and Post-
Test of the Control Group
Figure 4.2 below shows us the result of the control group
students whom were not exposed to the mind mapping
method as the experimental group.
Based on the result gathered, a total of 10 students
increased in their score but with very few points. The mild
increase exposed in the table above shows that the
conventional method did work well on the students as their
score did not show any drastic decrease from the pre-test
result. Even though the students’ improvement was not
marvelous, the mild improvement cannot be denied.
As shown in figure 1.2, most students scored
better within post test in comparison to pre test. . This
shows that the control group students know how to skim
and scan the story but they have not improved well
compared to the experimental group.
The control group students also have improved
but the progress is not as great as the experimental group
students. The improvement in the control group shows that
the traditional methods used by the teachers did work well
on them but not as well as how the mind mapping method
did wonders to the experimental group.
C. Questionnaire
The questionnaire was used to gather information
for answering second investigation questionnaires. The
questionnaire was categorized in three parts; Section A:
information of demographics, Section B: Teachers
knowledge on Mind Map and Section C: Teachers’
Perception on the Usage of Mind Map in Teaching Short
Stories.
A total of 5 English teachers from SMK Sungai
Rawang answered the questionnaire. All of them are TESL
graduates and cooperated well in answering the
questionnaire.
Based on the findings from Section B, all the
teachers have basic knowledge on Mind Map but they
seldom practice it in their lessons. Majority of the teachers
have the expectation that students know how to create a
mind map on their own so they do not have to expose them
to a sample mind map or teach them how to do a mind
map. However, the teachers also admit that the students
should be taught on how to create a mind map for they will
not be confused with what they create in future.
All the teachers agreed that mind map enables one
to exploit the text read in depth. They also agreed that mind
map will enable the students to have a clearer view on the
content of the story and that they can understand the story
or the content better. Also, if the students follow the
techniques or guides provided on how to create a mind
map, they will end up with a perfect mind map and which
will help them to comprehend and recall the story better
and faster.
The findings gained from Section C resulted in
positive perception from the teachers. It illustrates that the
teachers have a good perception on the usage of mind map
in teaching literature short stories. This also shows that
they know the benefits of using mind map in teaching short
stories. The teachers agreed that students tend to be
creative and critical when using the mind mapping method
through which they could comprehend better and faster.
The students will be able to remember what they have read
or presented in mind map without difficulty. Thus this
depicts that all the teachers find the mind mapping method
as an effective one.
D. Conclusion
The effectiveness of the mind-mapping method
was shown in the results obtained by the students in their
post-test. This signifies that the method works to enhance
students’ understanding and recalling ability. The mind
mapping method is apt to assist students in preparing its
written material as the technique enriches students to
increase some profound knowledge about written topic.
Future researchers are recommended to conduct
similar study in a greater scope within a longer period of
time. The reason is, it will provide a more valid and
reliable outcome. In addition, the treatment should also
cover more short stories compared to only one done by
researcher. This is to measure the students’ performance
more accurately.
REFERENCES
1. Buzan,T.2000. The Mind Set: Use Your Head,
Use Your Memory, Master Your Memory and the
Speed Reading Book. All London: BBC Worlwide
Limited.
2. Buzan in Management Consulting News, 2006
found in
http://www.managementconsultingnews.com
3. Gurnam Kaur Sidhu. 2003. “Literature in the
Language Classroom: Seeing Through the Eyes
of Learners” In Subramaniam,G. The Teaching of
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International Journal of Innovative Technology and Exploring Engineering (IJITEE)
Literature in ESL/EFL Contexts, Kuala
Lumpur: SASBADI-MELTA.
4. Kurikulum Bersepadu Sekolah Menengah
(KBSM), 2000.
5. Kokila Amarnath (September,2003) ‘Reflections’
found in
www.applyingthought.wiprocorporate.com
6. Rosli Talif.1995. Teaching Literature in ESL: The
Malaysian Context, Serdang, Selangor:
Penerbit Universiti Pertanian Malaysia.
7. Sukatan Pelajaran Sekolah Menengah, 1992.
8. “Teaching Literature Through Mind Maps” by
Shameem Rafik-Galea and Jasvir Kaur. 2004 found
in : http://www.melta.org.my/ET/2004/2004-127
9. Wong Soak Koon.2003. “ Journeying on the Less-
Travelled Road of Literacy Analysis” In
Subramaniam.G. The Teaching of Literature in
ESL/EFL Contexts, Kuala Lumpur: SASBADI-
MELTA.
10. Yunus, M.M. & C.H.Chien. 2016. “The Use of
Mind Mapping Strategy in Malaysian University
English Test (MUET) Writing. Creative
Education, 2016,7, 619-626 found in
http://file.scirp.org/Html/8-6302987_65541.htm
11. http://www.buzan.com.au/index.html
12. http://www.melta.com
(Special Interest Group Forum:Literature helps to
enhance students’ interest and appreciation towards
English)
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