This study aims to investigate the effect of the mind mapping technique on the speaking skills of pre-service teachers. Using a quantitative approach with a one-group pretest-posttest design, the participants were 35 students enrolled in the Intermediate Speaking course in the English Education Study Program at the University of Lampung during the 2024/2025 academic year. The speaking test, administered before and after the treatment, assessed six aspects: fluency, pronunciation, grammar, vocabulary, comprehensibility, and coherence-cohesion. Data were analyzed using descriptive statistics and a paired sample t-test. The findings revealed a significant improvement in students’ speaking performance after the implementation of mind mapping. The mean score increased from 58.64 in the pretest to 77.20 in the posttest, with the highest improvement observed in pronunciation (1.29 points). The statistical analysis confirmed the significance of the improvement (p < 0.05). These results indicate that mind mapping effectively enhances students’ ability to organize ideas, improve pronunciation, and speak more fluently and coherently. This study suggests that mind mapping can be an effective and practical instructional strategy for improving speaking skills in academic settings. Keywords: Mind Mapping, speaking skills, pre-service teachers, visual strategy, English learning
Shafwati et al. (Wed,) studied this question.