Enhancing Descriptive Writing Through Mind Mapping and Verbal Outlining Across Learning Styles

Abstract

Mastering descriptive writing remains a significant challenge for EFL students, particularly when instructional techniques do not align with individual learning preferences. Therefore, this study aims to investigate the effect of using mind mapping and verbal outlining techniques on students’ ability to write descriptive texts, involving the learning styles (visual and verbal) of tenth-grade students at SMA Dharma Karya UT Pondok Cabe Ilir. This research employed a quasi-experimental design with a 2x2 factorial arrangement. The sample consisted of 44 students selected through cluster sampling, divided into two experimental classes: one taught using the mind mapping technique and the other using verbal outlining. Data were collected through two instruments: a writing test to measure descriptive writing ability and a questionnaire to classify students as visual or verbal learners. The data were analyzed using a Two-Way ANOVA design. The research findings revealed three key results. First, there are significant different effects between mind mapping and verbal outlining on students’ descriptive writing ability, with a p-value of 0.028, which is less than α (0.05). Second, there is a significant difference between visual learners and verbal learners in writing descriptive texts, with a p-value of 0.002, which is less than α (0.05). Third, there is a significant interaction effect between teaching techniques (mind mapping and verbal outlining) and learning styles (visual and verbal) on students’ descriptive writing ability (p-value = 0.000 < 0.05). The conclusion is a student's success in creating descriptive texts is determined not only by the technique used but also by the compatibility of that technique with their learning style. Visual learners were found to be successful using either mind mapping or verbal outlining, whereas verbal learners achieved optimal results only when using the verbal outlining technique.