USING MIND MAPPING TO IMPROVE ARGUMENTATIVE ESSAY WRITING SKILLS OF SECOND-SEMESTER STUDENTS

Abstrak

This study employs a library research approach to examine the effectiveness of Mind Mapping as a pre-writing strategy in improving the argumentative essay writing skills of second-semester students. Early-stage university students often experience difficulties in organizing ideas, developing coherent argumentative structures, and constructing logical, evidence-based arguments. These challenges are closely related to the high cognitive demands involved in academic writing, particularly in argumentative genres that require critical and analytical thinking as well as the ability to synthesize multiple sources. Based on a comprehensive review of relevant literature, this study reveals that Mind Mapping functions as an effective visual tool that reduces cognitive load, clarifies relationships among ideas, and supports the development of critical thinking patterns. Furthermore, the integration of digital technology and text-based artificial intelligence enhances the effectiveness of Mind Mapping by providing flexibility, collaboration opportunities, and immediate feedback during the writing process. Previous studies consistently indicate that Mind Mapping not only strengthens students’ cognitive and rhetorical abilities but also positively influences their motivation, creativity, and confidence in producing academic writing. Overall, this article concludes that Mind Mapping is a relevant and effective pedagogical strategy to be integrated into academic writing instruction in higher education, particularly for early-semester students who require structural support in developing argumentative essays.