This study aimed to investigate the effectiveness of mind mapping and poster media in demonstrating students' comprehension of grammar material. It employed a pretest-posttest quasi-experimental design. Twenty-two of sixth-grade students from ITTC Darussalam Gontor for Girls Campus 2 in Mantingan served as the experimental group, and twenty-two of sixth-grade students served as the control group. The students were split into two groups: the experimental class, which used poster media, and the control group, which used mind-mapping media. A post-test with ten items that were tested orally for validity and reliability served as the research instrument. To determine the statistical significance of the difference in grammatical understanding between the two groups, the Mann-Whitney U test was employed. The results revealed a statistically significant difference in students' grammar comprehension between the group using poster media and the group using mind-mapping media with Asymp. Sig 2 tailed is 0.000. The experimental group that used poster media showed a higher increase in grammar comprehension scores than the control group. In conclusion, the findings of this study demonstrated that poster media effectively enhanced students' comprehension of grammatical concepts. These findings suggest that incorporating poster media into grammar instruction can create a more engaging and dynamic learning experience for students. Keywords: Mind-Mapping, Micro-Skills Speaking, Monday’s Talk Program, Poster Media.