THE EFFECT OF PERCEPTION ON MIND MAPPING METHOD AND SIMPLE PAST TENSE MASTERY TOWARDS WRITING SKILLS ON RECOUNT TEXT (SURVEY OF STATE JUNIOR HIGH SCHOOL IN DEPOK CITY)

Abstract

This study investigates the influence of students’ perception of the mind mapping learning method and their mastery of simple past tense on their recount text writing skills at public junior high schools in Depok City. Employing a quantitative approach with multiple correlation and regression analysis, the research involved 125 eighth-grade students selected randomly from a population of 828 students. Data were collected through a questionnaire on perception of mind mapping, a multiple-choice test on simple past tense mastery, and a cloze test on recount text writing. The findings reveal three main results: (1) perception of the mind mapping method and mastery of simple past tense jointly exert a positive and significant influence on recount text writing skills, contributing 68.88%; (2) perception of mind mapping individually contributes 19.97% to writing skills; and (3) mastery of simple past tense individually contributes 48.91%. These results emphasize the importance of combining visual learning strategies with grammatical mastery to enhance writing competence in EFL contexts.