A study on using mind mapping technique in teaching vocabulary to grade 10th students at hung vuong high quality school

HUNG VUONG UNIVERSITY FACULTY OF FOREIGN LANGUAGE BUI NGOC ANH A STUDY ON USING MIND MAPPING TECHNIQUE IN TEACHING VOCABULARY TO GRADE 1OTH STUDENTS AT HUNG VUONG HIGH QUALITY SCHOOL B.A GRADUATION PAPER Field: English Teaching Methodology Phu Tho, 2020 HUNG VUONG UNIVERSITY FACULTY OF FOREIGN LANGUAGE BUI NGOC ANH A STUDY ON USING MIND MAPPING TECHNIQUE IN TEACHING VOCABULARY TO GRADE 1OTH STUDENTS AT HUNG VUONG HIGH QUALITY SCHOOL (Nghiên cứu việc sử dụng sơ đồ tư dạy từ vựng cho học sinh khối lớp 10 trường Phổ thông Chất lượng cao Hùng Vương) B.A GRADUATION PAPER Field: English Teaching Methodology Supervisor: Vu Thi Quynh Dung, M.A Phu Tho, 2020 i ACKNOWLEDGEMENT This thesis could not have completed without the help, encouragement and support of a number of people who all deserve my sincere gratitude and appreciation First of formost, I would like to express my deeper gratitude to my supervisor – Ms Vu Thi Quynh Dung for the valuable guidance and encouragement She greatly inspired me to work on this paper My graduation paper cannot come to end without her effort to read it again and again to find out the problems and support me in all stages of the research and writing this study I am also very grateful to some English teacher at Hung Vuong High Quality School, who has been wiling to answer my questions and have given me valuable advices and suggestions on the research “A study on using mind mapping technique in teaching vocabulary to grade 10th students in at Hung Vuong High Quality School” and on the completionof my research I owe sincere and earnest thankfulness to all the students of the classes 10B of Hung Vuong High Quality School, who have been the enthusiastic participants in my study They provide me valuable information by completing the conveying as well as answering survey questionnaires and doing tests Without them, my action research could not been completed and successful In the end, I would like to show my big gratitude to my family and friends, who have constantly inspired and courage me to overcome difficulties to complete this study Finally, a special word of thanks goes to my readers for their interests and comments on this study Thanks for all! ii ABSTRACT Based on the assumption that the more teachers know about brain science, the better prepared they will be to make instructional decisions Mind Map is a powerful tool to learn vocabulary Language is an important device and a very beneficial means for human being to communicate with other people In order to communicate fluently, learners must have a large vocabulary stock This study objective is to test the feasibility of using Mind mapping technique to grade 10th students at Hung Vuong High Quality School The researcher carried out the experiment by teaching English and gives two tests for students The experiment phase continued for weeks The participants of this study were 21 students at class 10B Prior to experiment, participants of class 10B were given a pre-test in order to test their vocabulary stock Having introduced the mind mapping technique to members of class 10B (21 students) and finished the experiment period, a post-test was administered to measure the effect of the intervention for students The data were gathered through pre-test and post-test The comparison between the pre-test and post-test scores reveals a significant difference in vocabulary test The results indicated that the students after experiment have higher scores The results manifested that the mind map is effective to use in teaching vocabulary in class 10B of Hung Vuong High Quality School iii TABLE OF CONTENT PART 1: INTRODUCTION 1 Rationale of the study Previous studies Research purposes Research questions Research method 6 Significance of the research 7 Research scope Research design PART 2: CONTENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 An overview about Vocabulary 1.1.1 Definition of vocabulary 1.1.2.Aspects of vocabulary 10 1.1.3.Techniques used in teaching vocabulary 12 1.2.An overview of Mind Mapping technique 14 1.2.1 Definition of mind mapping technique 14 1.2.2 Classifications of mind map 15 1.2.3 Parts of mind map 17 1.2.4 Steps for making mind mapping technique 19 1.3 Relationship between Mind Mapping technique and vocabulary teaching 21 CHAPTER 2: METHODOLOGY 22 2.1 Setting of the study 22 2.2 Subject of the study 22 2.3 Participants of the study 22 2.3.1 Students 22 2.3.2 Teachers 23 2.4 The current textbook English 10 23 iv 2.5 Data collection instruments 23 2.5.1 Survey questionnaires 24 2.5.2 Tests 25 2.5.3 Classroom observations 26 2.6 Research procedure 28 2.7 Data analysis………………………………………… ………………… 30 CHAPTER 3: CURRENT SITUATIONS 30 3.1 Data analysis of the result from survey questionnaire before experiment 30 3.1.1 Current situation of students’ learning vocabulary 30 3.1.2 Students’ frequency of learning vocabulary 31 3.1.3 Students’ methods in learningvocabulary 31 3.1.4 Problems the students encountered when learning vocabulary 32 3.1.5 Students’ techniques used in learning vocabulary 32 3.1.6 Students’ perception in learning vocabulary by using Mind mapping technique 33 3.2 Data analysis of the result from classroom observations 34 3.3 Data analysis of the result from pre-test 36 3.4 Discussion 37 CHAPTER 4: EXPERIMENT AND DISCUSSION 38 4.1 Mind map application in teaching vocabulary (Experiment) 38 4.1.1 The first week of experiment (from March 23th to March 29th, 2020) 38 4.1.2 The second week of the experiment (from May 4th to May 10th, 2020) 38 4.1.3 In the third week of the experiment (from May 11th to May 17th, 2020) 39 4.1.4 In the fourth week of the experiment (from May 18th to May 24th, 2020) 39 4.2 Data analysis of the result from survey questionnaire after experiment… 42 4.2.1 Students' attitude toward learning vocabulary with mind maps…………42 4.2.2 Effectiveness of using mind maps in vocabulary teaching and learning 43 v 4.2.3 Challenges in learning vocabulary with mind maps…………………… 44 4.2.4 Students' opinions about using mind maps in teaching and learing vocabulary………………………………………………………… …………45 4.3 The results of post-test 42 4.4 Comparison of the pre-test and post-test 44 4.5 Evaluation 46 PART 3: CONCLUSION 47 Summary and conclusion 47 Implications 48 2.1 For teachers 48 2.2 For students 48 Recommendation 48 Limitations of the study 49 Suggestion for further researches 50 REFERENCES 51 vi LIST OF TABLES Table 1.1: Major aspects of vocabulary 10 Table 3.1: Students’ methods in learning vocabulary 31 Table 3.2: Problems the students encoutered when learning vocabulary 32 Table 3.3: Students’ opinions about the benefits of using Mind mapping technique in learning vocabulary 33 Table 3.4: The result of classroom observation 35 Table 3.5: Number of test in score level according to pre-test results 36 Table 4.1: Benefits of using mind maps in learning vocabulary…… …… …44 Table 4.2: Students' opinion about using mind maps in teaching and learning vocabulary……………………………………………………………… ……45 Table 4.3: Number of tests in score levels according to post-test results 46 Table 4.4: Number of tests in score levels according to pre-test and post-test result………………………………………………… …………… 47 vii LIST OF FIGURES Figure 1.1: Network tree 16 Figure 1.2: Event chain 16 Figure 1.3: Cycle concept map 17 Figure 1.4: Spider concept map 17 Figure 3.1: Students’ perception towards the important of vocabulary 30 Figure 3.2: Students’ frequency of learning vocabulary 31 Figure 3.3: Students’ techniques used in learning vocabulary 32 Figure 3.4: Students’ perception about Mind mapping technique 33 Figure 3.5: Skills that students use Mind mapping technique 34 in learning vocabulary 34 Figure 3.6: The percentage of score levels according to pre-test results 36 Figure 4.1: Students' interest toward learning vocabulary with mind maps… 43 Figure 4.2: Students' opinions about the effectiveness of using mind maps in teaching and learning vocabulary……………………………… …………….44 Figure 4.3: Challenges in learning vocabulary with mind maps…………… 45 Figure 4.4: Number of tests in score levels according to post-test results 43 Figure 4.5: The percentage of score levels according to pre-test and post-test results 45 PART 1: INTRODUCTION Rationale of the study Nowadays, in the Industrial Revolution 4.0, English has become more and more dominant around the world English helps students gain success in every subject at school By learning English, students are expected to be acquainted with themselves, their culture and other culture No one can deny the importance of English, which is a global language in the modern social and one of the main ways to communicate and interact with other people around us It may not be the most spoken language in the world, but it is the official language of 53 countries and spoken by around 400 million people across the globe In order to keep pace with the development of society, we are demanded to master in English because it is a key to open the door for scientific and technical knowledge which is need for many fields English is also essential to the field of education in Vietnam It has been considered as a compulsory subject in the curriculum of all states school and learnt by Vietnamese people as a mean of communication Apart from four skills and some components, vocabulary is one of the most crucial ones in language learning It is an essential part of the English, which is important for communication, reading, speaking, listening and writing Wilkin (1972) states that “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” Or according to Mohammadi & Shakouri, “Without knowledge of words, understanding sentences or passages is not possible” (2016, p.1166) Vocabulary is one of the most important aspects in mastering English because the ability of the students to read or comprehend the subject is relatively determined by their vocabulary In this case, we must emphasize that vocabulary plays a key role not only in reading but also in speaking, writing, and listening English vocabulary constitutes a challenge for English foreign language teaching and learning Most students spend a lot of time studying English vocabulary, but the result is often frustrating and unsatisfactory when so many Do you like using mind maps in learning and teaching vocabulary? A Very much B A little bit C No, almost not D Not at all Teaching vocabulary with mind maps can be useful for English learners A Strongly agree B Agree C Partly agree D Not agree Appendix OBSERVATION SHEET Class: ……………… Teacher: ……………… Date: …………… Lesson: …… ……… Part/ Section Time: ……………… Number of students Observation sheet Objectives Comments Do the teacher teach the vocabulary in each lesson Name of activities used to teached vocabulary Time Work in arrangement The students’ involvement Comments: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Appendix VOCABULARY TEST (PRE-TEST) Time allowance: 15 minutes Date: ., 2020 Name of student: …………………………………… Class: ………… I Fill the siutable words in each blank (5 points) water pollution deforestation greenhouse effect noise soil pollution pollution can increase heart rate and damage hearing The long-term effects of are contaminated vegetation and decrease of soil ferility Air pollution pollution contribute to the which can lead to a series of environmental problems such as global warming, polar ice melting, rise of sea levels of loss of land Dumping pollutants such as detergents, pesticides, oil, and other chemicals in rivers which can cause for land use has affected the ecosystem and led to the extinction of rare animals, extreme floods and land erosion II Choose the best answers A, B, C or D to fill the blank in each sentence (3 points) A is a kind of mobile computer that can be used to take notes with a normal pen on a touch screen A smartphone B tablet C speaker D laptop Laptops, tablets and smartphones are modern that have changed the way we learn A electronic B tools C softwares devices D media players Smartphone is a device because you can carry easily and study anywhere A modern B effective C good D portable III Write the siutable words or phrases under each picture (2 points) a)……………………… c) ……………………… b) ………………………… d) ……………………… e)……………………… Thank for your kind cooperation! Appendix VOCABULARY TEST (POST-TEST) Time allowance: 15 minutes Date: ., 2020 Name of student: ….……………………………… Class: ………… I Choose the best answers in each sentences (3 points) Using a lot of fertilizers can reduce soil………… A fertility B erode C pollution D contamination …………… can increase heart rate and damge hearing A Air C Water B Noise pollution pollution pollution D Soil pollution Using an …………… as laptop can help students learn English effectively A Electronic B tablet C smartphone D computer device A………… is a mobile computer that is also useful for language learning A computer B application C tablet D smartphone You can be very easily download digital classes into your personal ………….devices A electricity B electronic C electric D electricities II Fill the blanks with the words in the box to complete the passage (5 points) vegetation environmental air pollution pollution pollutants health problem ……………… is one of the impacts of human activities on the Earth There are main types of pollution, namely, …………, water pollution, soil pollution, and noise pollution Air pollution can lead to green house effect, global warming and other environmental problems Water pollution is a result of dumping the waste ………………………such as detergents, pesticides, oil, and another chemicals Soil pollution can cause contaminated………………… Noise pollution can cause stresss and psychological and ……………… for humans III Matching the words or phrases with its definitions (2 points) Voice recognition a easy to carry or to move Touch screen b a writing instrument that allows the users to save a handwritten notes as an image file Digital pen c search for or find something in a dictionary or a reference book Portable d screen which allows giving instruction by touching Look something p e a fucntion that can understand human voice -Thank for your kind cooperation! Appendix LESSON PLAN OF UNIT 8: NEW WAYS TO LEARN (Getting started) Date of planning: May 2nd, 2020 Class: 10B Teacher: Bui Ngoc Anh UNIT 8: NEW WAYS TO LEARN Lesson 3: Getting started I Objectives Knowledge: By the end of the lesson, students will be able to: - Know some words and phrases related to the topic and how to use it in context Skills: Reading skill Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt II Teaching aids - Textbook, reference book, blackboard, projector III Method: Communicative approach IV Anticipated problem - Students may have difficulties in guessing new words V Procedure Class organization: Class 10B Date of teaching 7th May, 2020 Attendence 21/21 Checking homework New lesson With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre-reading stage Teacher’s activities Stage/Time Students’ activities - Teacher shows some pictures of electronic - Look at devices and ask Ss to guess what it is these - Lead in the topic of the lesson pictures and - Give students some new words by showing say the name mind map of the devices - Listen to the topic - Listen to the teacher Pre-reading and take (7 minutes) note new words - Illustrate new words - Ask Ss to look at the mind map and memorize the words related to electronic devices - Memorize - Divide class into groups and ask them to put and work in the siutable words in the corrected groups, put devices’picture the words in - Give feedback the corrected pictures Appendix LESSON PLAN OF UNIT 8: NEW WAYS TO LEARN (Reading) Date of planning: May 8th, 2020 Class: 10B Teacher: Bui Ngoc Anh UNIT 8: NEW WAYS TO LEARN Lesson 3: Reading – Digital English I Objectives Knowledge: By the end of the lesson, students will be able to: - Know some words and phrases related to the topic and how to use it in context Skills: Reading skill Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt II Teaching aids - Textbook, reference book, blackboard, projector III Method: Communicative approach IV Anticipated problem Students may have difficulties in guessing new words V Procedure Class organization: Class 10B Date of teaching 12th May, 2020 Attendence 21/21 Checking homework New lesson With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre-reading stage Teacher’s activities Stage/Time Students’ activities - Teacher shows some pictures of - Look at these electronic devices pictures and say the name of the devices - Lead in the topic of the lesson - Listen to the topic - Give students some new words by - Listen to the teacher showing mind map and take note new words Pre-reading (7 minutes) - Illustrate new words - Ask Ss to look at the mind map and memorize the words related to digital English - Give Ss some more word of other topic and ask them to identify it - Memorize and identify these words Appendix LESSON PLAN OF UNIT 9: PRESERVING THE ENVIRONMENT (Getting started) Date of planning: May 12th, 2020 Class: 10B Teacher: Bui Ngoc Anh UNIT 9: PRESERVING THE ENVIRONMENT Lesson 3: Getting started I Objectives Knowledge: By the end of the lesson, students will be able to: - Know some words and phrases related to the topic and how to use it in context Skills: Reading skill Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt II Teaching aids - Textbook, reference book, blackboard, projector III Method: Communicative approach IV Anticipated problem Students may have difficulties in guessing new words V Procedure Class organization: Class 10B Date of teaching 14th May, 2020 Attendence 21/21 Checking homework New lesson With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre-reading stage Teacher’s activities Stage/Time Students’ activities - Teacher leads in the topic of the lesson - Listen to - Give students some new words by showing mind the topic map - Listen to the teacher and take note new words Prereading (7 minutes) - Illustrate new words Memorize - Have Ss read the new words (choral and and individuals) complete - Ask Ss to look at the mind map and memorize the the mind words then complete the other mind map with these words they have learned - Give feedback to Ss map Appendix LESSON PLAN OF UNIT 9: PRESERVING THE ENVIRONMENT (Reading) Date of planning: May 15th, 2020 Class: 10B Teacher: Bui Ngoc Anh UNIT 9: PRESERVING THE ENVIRONMENT Lesson 3: Reading I Objectives Knowledge: By the end of the lesson, students will be able to: - Know some words and phrases related to the topic and how to use it in context Skills: Reading skill Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt II Teaching aids - Textbook, reference book, blackboard, projector III Method: Communicative approach IV Anticipated problem Students may have difficulties in guessing new words V Procedure Class organization: Class 10B Date of teaching 20th May, 2020 Attendence 21/21 Checking homework New lesson With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre-reading stage Teacher’s activities Stage/Time Students’ activities - Teacher shows some pictures of types of - Look at environmental pollution these - Lead in the topic of the lesson pictures - Give students some new words in a sample mind and guess map the name of the types of pollution - Listen to the topic - Listen to the teacher and take note new Prereading - Ask students to look at the mind map and classify words types of pollution (7 minutes) - Remove the mind map Divide the class into teams and have them complete an uncompleted - Look at mind map Which team is quicker will be the the mind winner map, - Ask students read all the new words (in choral remember and individual) and - Give feeback complete it - Read the word aloud - Listen to the teacher ... technique and vocabulary teaching Mind mapping technique is the easiest way to remember information in a human mind and take information from out of brain It is a creative and an effective way that map... mapping technique in teaching vocabulary to grade 10th students in at Hung Vuong High Quality School? ?? is conducted as an attempt to enhance vocabulary teaching and learning Hopefully, this reasearch... using mind maps in vocabulary teaching and learning 43 v 4.2.3 Challenges in learning vocabulary with mind maps…………………… 44 4.2.4 Students' opinions about using mind maps in teaching and learing