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The English language is a widely used communicative language worldwide as more people take up English as Second Language (ESL). English is taught in Malaysia from the primary level until the tertiary level. However, written communicative competence among students is still low as students could not develop, organise and structure their written paragraphs appropriately. In line with these, this study aims to investigate if there is a significant difference in students’ narrative writing performances after implementing the mind map technique. A total of 16 students were selected as research samples through purposive sampling. The instruments used in this study are pre-test scores, post-test scores and semi-structured interviews. It uses descriptive analysis and statistical analysis of pre-test and post-test scores using SPSS and semi-structured interviews, which were thematically analysed as evidence. The findings revealed that there was a significant difference in the pre-test score (M = 8.19, SD = 2.562) and post-test scores (13.81, SD = 3.124) given the conditions; t (15) = -9.893, p = 0.005 which proves that students’ narrative writing performance does show improvement after comparing both the pre-test and post-test scores using SPSS. Overall, the findings reflect a positive result.
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Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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