The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL studentsâ idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes at the State Islamic Studies (STAIN) in Kediri were selected by a lottery to group 1: using linear notes (N=41), and group 2: using mind mapping (N=41). For analyzing the data, Analysis of covariance (ANCOVA) were utilized by using studentsâ TOEFL score as the covariate variable. The result findings indicated that there is no significant difference on the studentsâ idea developments in writing between the control and the experimental groups. These result also revealed that there is no significant difference on the studentsâ idea development in writing between gender differences, and among the studentsâ learning styles. Furthermore, there is no significant interaction between treatment and gender differences, and there is no significant interaction between treatment and learning styles.
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