The effects of mind mapping technique on students paragraph writing an experiment at viet anh high school m a

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE THE EFFECTS OF MIND MAPPING TECHNIQUE ON STUDENTS’ PARAGRAPH WRITING: AN EXPERIMENT AT VIET ANH HIGH SCHOOL Submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL By ĐỖ THỊ DIỄM MI Instructed by Assoc Prof Dr NGUYỄN THANH TÙNG HO CHI MINH CITY, MAY 2019 STATEMENT OF AUTHORSHIP I certify that the thesis entitled “The effects of mind mapping technique on students’ paragraph writing: An experiment at Viet Anh High School” is my original work It is based on my own research to meet the requirements for theses in Master’s Programs at the Ho Chi Minh City University of Social Sciences and Humanities issued by the Higher Degree Committee All sources used by me have been documented No other person’s work has been used without due acknowledgement This thesis has not previously been submitted for assessment in this or any other subject or course at this university or elsewhere Ho Chi Minh City, May 2019 DO THI DIEM MI i RETENTION AND USE OF THE THESIS I hereby state that I, Do Thi Diem Mi, being the candidate for the degree of Master in TESOL, accept the requirement of the university relating to the retention and use of the Master’s theses deposited in the university library In terms of these conditions, I agree that the original of my thesis deposited in the university library should be accessible for the purposes of the studies and research, in accordance with the normal condition established by the library for care, loan, and reproduction of theses ii ACKNOWLEDGEMENTS At various stages of this study, I did receive considerable help and support from my beloved people deserving my thanks and deepest gratitude First and foremost, my deepest gratitude is to my teacher, supporter as well as supervisor, Assoc Prof Dr Nguyen Thanh Tung, for his guidance and unflagging support throughout the development of this study His patience and encouragement have helped me overcome almost all obstacles during the process of completing this study I definitely could not have finished this study without his invaluable lessons In addition, my sincere thanks go to my leaders, friends and students at the Viet Anh High School, who welcomed and encouraged me when I was conducting the experiment at this school All of them made my life more interesting and colorful I would like to express my sincere appreciation for Ms Tran Thao Nguyen, who always helped and encouraged me whenever I felt hopeless and exhausted I will never forget our experiences during this journey Last but not least, I am so grateful to my beloved family, who were always by my side to support me They followed every step of mine and gave me the faith to move forwards I always believe that family love is the most valuable gift The above-mentioned people have come to my life with a lot of wonderful things I wish to give them all best wishes and say many thanks once again iii ABSTRACT Writing skill plays a crucial role in the social life However, many learners of English have to struggle with this skill in spite of numerous efforts Hence, this study is conducted to investigate the effects of mind mapping technique on students’ narrative paragraph writing and their attitudes towards this treatment This study is based on the theoretical framework of mind mapping This is a quasi-experimental research, involving 40 students from tenth grade, divided into two groups The experimental group practiced writing with mind mapping technique while the control group used the traditional one The data was collected from pre-test, post-test and questionnaires The data of tests was analyzed using the independent sample t-test and ANOVA Those from the questionnaire was analyzed in terms of mean, frequency and percentage The research has pointed out that mind mapping technique does have effects on students’ scores and attitudes The results of pre-test show that students in both groups started at the same level before the treatment After the treatment, the experimental groups outperformed the control groups in two components of writing, namely organization and content The results of questionnaires reveal that most of the students concurred that writing skill was very important They also had positive attitude to the mind mapping technique Besides, mind mapping also improved students’ memory, creativity and motivation Interestingly, the results from both post-test and questionnaires indicate that mind mapping technique showed no effects on the use of syntax, vocabulary and mechanics With the results of this study, it can be concluded that mind mapping is an effective tool for teaching and learning writing It is recommended being applied for other skills of English in order to gain sweet results iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF FIGURES viii LIST OF TABLES ix LIST OF ABBREVIATIONS x CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aim of the study and research questions 1.4 Significance of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 The theory of mind mapping 2.1.1 Definition of mind mapping 2.1.2 A comparison between mind mapping and concept mapping 2.1.3 Features of mind maps 10 2.1.4 Techniques of making a mind map 11 2.2 Reasons for using mind mapping technique in teaching narrative writing 12 2.2.1 Nature of narrative text 12 2.2.2 The relationship between the mind mapping technique and writing skill 15 2.2.3 The relationship between mind mapping technique and visual learning 16 2.3 The implementation of mind mapping technique in teaching narrative writing 17 2.3.1 Process approach 17 2.3.2 Evaluation of narrative writing text 18 2.4 Empirical research 20 2.5 Chapter summary 22 v CHAPTER 3: METHODOLOGY 22 3.1 Research site 23 3.2 Participants 23 3.3 Methodology 25 3.3.1 Approach 25 3.3.2 Method 26 3.3.3 Research instruments 26 3.3.3.1 Test 26 3.3.3.2 Questionnaire 31 3.4 Analytical framework 34 3.4.1 Tests 34 3.4.2 Questionnaire 35 3.5 Issues of validity and reliability 36 3.5.1 Tests 36 3.5.2 Questionnaire 37 3.6 Chapter summary 38 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 39 4.1 Data analysis 39 4.1.1 Tests 39 4.1.1.1 Inter-rater reliability 39 4.1.1.2 Resemblance in the pre-test 40 4.1.1.3 Difference in the post-test 43 4.1.1.4 Summary 47 4.1.2 Questionnaire 48 4.1.2.1 Consistence and reliability of questionnaire 48 4.1.2.2 Analysis of questionnaire 49 4.1.2.2.1 Learners’ understanding of mind mapping technique 51 4.1.2.2.2 Learners’ attitudes towards the effects of mind mapping technique on their narrative writing skill 57 4.1.2.2.3 Learners’ attitudes towards the drawbacks of mind mapping technique 58 4.1.2.4 Summary 58 vi 4.2 Discussion of the findings 58 4.2.1 The improvement of learners’ performance before and after treatment 59 4.2.2 Learners’ attitudes towards the application of mind mapping technique in teaching narrative writing 61 4.3 Chapter summary 62 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 63 5.1 Conclusion 63 5.2 Evaluation of the methodology 64 5.2.1 Strengths 64 5.2.2 Weaknesses 64 5.3 Recommendations 65 5.3.1 For teachers 65 5.3.2 For learners 65 5.4 Suggestions for further study 66 5.5 Chapter summary 66 REFERENCES 67 APPENDICES 73 APPENDIX A: Lesson plans 73 APPENDIX B: Questions for pre-test and post-test 78 APPENDIX C: Scoring rubric of narrative writing 79 APPENDIX D: Questionnaire 80 APPENDIX E: Students’ scores 86 APPENDIX F: SPSS results 88 APPENDIX G: Pictures of the experimental group 93 vii LIST OF FIGURES Figure 1: An example of mind map Figure 2: An example of concept map Figure 3: Producing piece of writing 19 viii LIST OF TABLES Table 1: Components of narrative 13 Table 2: Personal information 24 Table 3: The summary of selected materials 28 Table 4: The summary of the lesson plan 30 Table 5: The summary of the questionnaire 32 Table 6: The procedure of the entire study 33 Table 7: Classification of scores 34 Table 8: Interpretation of mean scores 35 Table 9: The correlation coefficient of pre-test 39 Table 10: The correlation coefficient of post-test 39 Table 11: Grouping of pre-test scores 40 Table 12: Group statistics of pre-test 41 Table 13: Independent Samples t-test of pre-test scores for control and experimental group 41 Table 14: Mean of pre-test componential scores 42 Table 15: Descriptive statistics of pre-test componential scores 43 Table 16: Test of homogeneity of variances for pre-test scores 43 Table 17: Grouping of post-test scores 44 Table 18: Group statistics of post-test results 44 Table 19: Independent Samples t-test of post-test in control group and experimental group 45 Table 20: Means of post-test componential scores 46 Table 21: Descriptive statistics of post-test componential score 46 Table 22: Test of homogeneity of variances for post-test scores … … 47 Table 23: Reliability statistics for the entire questionnaire 48 Table 24: Reliability statistics for themes 48 Table 25: Mean and Frequency of responses to the understanding of mind mapping 49 Table 26: Mean and Frequency of responses to organization 52 Table 27: Mean and Frequency of responses to content 53 Table 28: Mean and Frequency of responses to syntax 54 Table 29: Mean and Frequency of responses to vocabulary 54 ix APPENDIX D: QUESTIONNAIRE QUESTIONNAIRE (English Version) Dear participants, Writing skills can be said to be one of the hardest skills that most learners want to improve In order to help the students have a new way to improve their writing skills, the researcher, Do Thi Diem Mi, a master-in-tesol student at the University of Social Sciences and Humanities in Ho Chi Minh City, decided to conduct the research entitled “THE EFFECTS OF MIND-MAPPING TECHNIQUE ON STUDENTS’ PARAGRAPH WRITING – AN EXPERIMENT AT VIET ANH HIGH SCHOOL” Please spend some time to complete this survey Your collaboration will be a great contribution to the success of this study All information provided will be kept confidential Thank you very much! I BACKGROUND INFORMATION Question 1: What is your gender? □ Male □ Female Question 2: What is your age? □ 16 years old □ 17 years old □ Other: _ Question 3: Are you now attending any extra English courses at any English Language Centers? □ Yes □ No Question 4: How long have you learnt English? □ < years □ years □ from to years □ > years Question 5: How is writing skill important to you? □ Very unimportant II □ Unimportant □ Neutral □ Important □ Very important ATTITUDE TOWARDS THE MIND MAPPING TECHNIQUE Please read the sentences attentively and CIRCLE the number representing your answer SD (1): strongly disagree; D (2): disagree; N (3): neutral; A (4): agree; SA (5): strongly agree 80 # 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Statements THE UNDERSTANDING OF MIND MAPPING Mind mapping is a form of visual thinking in which the ideas are noted down in the form of pictures and other graphical representation Mind mapping is a visual representation of ideas and their relationship among these ideas in non-linear way A mind map includes a word or an image symbolizing the main topic in the middle of the page A mind map consists of a variety of ideas expanding from the central idea outward into branches and sub-branches There are connections between the main topic and the branch details in a mind map In a mind map, the subject of attention is crystallized in a central image In a mind map, the main themes of the subject radiate from the central image as branches In a mind map, branches comprise a key image or keyword printed on an associated line In a mind map, topics of lesser importance are also represented as branches attached to higher level branches In a mind map, the branches form a connected nodal structure THE EFFECTS OF MIND MAPPING TECHNIQUE Thanks to mind mapping technique, my narrative paragraph always consists of the setting my setting always shows when the events happened in my narrative my setting always shows where the events happened in my narrative my setting always shows who appeared in my narrative my narrative paragraph always consists of the sequences of events my narrative paragraph always consists of the conclusion I can organize my narrative in a logical order I can write good settings for my narrative the setting in my writing is clearly introduced I can tell the sequences of events in my writing clearly the sequences of events in my writing are well-developed I can write the conclusion for my narrative effectively the conclusion in my writing is always focused on the topic all sentences in my writing are relevant to each other all sentences in my writing are linked well I can correctly use complex sentence structures in my writing I can use regular and irregular verbs correctly I can use a wide range of vocabulary taught previously I can use correct and appropriate vocabulary in my writing I can use the punctuations in my writing precisely I can use the capitalizations in my writing accurately I can avoid making spelling mistakes my memory is improved I can remember knowledge well when learning in the class I can recall knowledge well when taking exams I can increase my creativity I can think of new ideas easily my ideas are always original I become more confident when writing I can control my anxiety of writing I am interested in the writing lesson I find writing lessons more exciting SD D N A SA 5 5 5 5 5 SD D N A SA 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 81 THE DRAWBACKS OF USING MIND MAPPING TECHNIQUE When using mind mapping technique, 43 it takes me a lot of time to note down what I have thought of 44 it takes me a lot of time to draw my mind map 45 it is difficult for me to finish my writing on time 46 it is hard for me to use appropriate pictures for my ideas 47 it is hard for me to use suitable symbols for my ideas 48 it is hard for me to use appropriate keyword to represent my ideas 49 I have difficulty in drawing pictures for my mind map 50 I have difficulty in using many colors in my mind map SD D N A SA 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 Thank you for your cooperation! 82 QUESTIONNAIRE (Vietnamese Version) Bạn thân mến, Kỹ viết nói kỹ khó mà hầu hết người học ngoại ngữ mong muốn cải thiện Nhằm giúp cho bạn có thêm phương pháp để trau dồi kỹ viết mình, người nghiên cứu - Đỗ Thị Diễm Mi - học viên cao học Trường Đại học Khoa học Xã hội Nhân văn Thành phố Hồ Chí Minh, chuyên ngành Lý luận Phương pháp Giảng dạy Tiếng Anh định thực đề tài nghiên cứu: “HIỆU QUẢ CỦA PHƯƠNG PHÁP SỬ DỤNG SƠ ĐỒ TƯ DUY ĐỐI VỚI KỸ NĂNG VIẾT ĐOẠN VĂN CỦA HỌC SINH – NGHIÊN CỨU THỰC NGHIỆM TẠI TRƯỜNG TRUNG HỌC PHỔ THÔNG VIỆT ANH” Mong bạn dành thời gian hoàn thành bảng khảo sát Sự cộng tác bạn đóng góp to lớn cho thành cơng nghiên cứu Mọi thông tin bạn cung cấp bảo mật Cảm ơn bạn nhiều! I THƠNG TIN CÁ NHÂN Vui lịng đọc câu hỏi đây, sau chọn đáp án cách đánh (x) vào ô ứng với câu trả lời bạn Câu 1: Giới tính bạn gì? □ Nam Câu 2: Bạn tuổi? □ 16 tuổi □ Nữ □ 17 tuổi □ khác: _ Câu 3: Hiện tại, bạn có theo học khóa học Anh ngữ khác trung tâm Anh ngữ khơng? □ Có □ Khơng Câu 4: Bạn học Tiếng Anh rồi? □ < năm □ năm □ từ to năm □ > năm Câu 5: Kỹ viết quan trọng bạn? □ Rất không quan trọng □ Khơng quan trọng □ Bình thường □ Quan trọng □ Rất quan trọng II THÁI ĐỘ ĐỐI VỚI PHƯƠNG PHÁP SƠ ĐỒ TƯ DUY Vui lòng đọc câu hỏi cách cẩn thận, sau khoanh tròn chữ số ứng với câu trả lời bạn SD (1): không đồng ý; D (2): không đồng ý; N (3): không chắc; A (4): đồng ý; SA (5): đồng ý 83 # 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 Câu hỏi HIỂU VỀ SƠ ĐỒ TƯ DUY Sơ đồ tư hình thức tư trực quan, ý tưởng biểu diễn dạng hình ảnh dạng đồ họa khác Lập đồ tư biểu trực quan ý tưởng mối quan hệ ý tưởng theo cách phi tuyến tính Sơ đồ tư bao gồm từ hình ảnh tượng trưng cho chủ đề đặt trang giấy Sơ đồ tư bao gồm nhiều ý tưởng mở rộng từ ý tưởng trung tâm gồm nhánh nhánh phụ Có mối liên hệ chủ đề nhánh sơ đồ tư Trong sơ đồ tư duy, chủ đề biểu diễn hình ảnh trung tâm Trong sơ đồ tư duy, chủ đề phụ xuất phát từ hình ảnh trung tâm nhánh Trong sơ đồ tư duy, nhánh bao gồm hình ảnh từ khố in đường liên kết Trong sơ đồ tư duy, chủ đề quan trọng thể dạng nhánh nhỏ phụ thuộc vào nhánh cấp độ cao Trong sơ đồ tư duy, nhánh hình thành cấu trúc liên kết với HIỆU QUẢ CỦA PHƯƠNG PHÁP SƠ ĐỒ TƯ DUY Nhờ phương pháp sơ đồ tư duy, đoạn văn tường thuật tơi ln trình bày bối cảnh câu chuyện tơi ln trình bày thời điểm câu chuyện diễn phần bối cảnh tơi ln trình bày địa điểm câu chuyện diễn phần bối cảnh giới thiệu nhân vật câu chuyện phần bối cảnh đoạn văn tường thuật tơi ln trình bày kiện diễn câu chuyện đoạn văn tường thuật tơi ln có kết luận tơi trình bày câu chuyện cách mạch lạc có liên kết tơi viết tốt phần bối cảnh cho câu chuyện phần bối cảnh viết tơi ln trình bày cách rõ ràng tơi trình bày kiện viết cách rõ ràng kiện viết phát triển ý tốt tơi viết kết luận cho viết cách hiệu câu kết luận tơi viết tập trung vào chủ đề tất câu viết liên kết với tất câu viết kết nối với cách chặt chẽ tơi sử dụng cấu trúc câu phức tạp viết cách hiệu tơi sử dụng động từ có quy tắc bất quy tắc xác tơi sử dụng nhiều từ vựng dạy viết tơi sử dụng từ vựng xác tơi sử dụng dấu chấm câu xác tơi viết từ cần viết hoa tơi tránh lỗi tả khả ghi nhớ nâng cao nhớ kiến thức tốt học lớp tơi nhớ lại kiến thức học làm kiểm tra khả sáng tạo nâng cao tơi nghĩ ý tưởng cách dễ dàng ý tưởng tiên phong, chưa nghĩ SD D N A SA 5 5 5 5 5 SD D N A SA 1 1 2 2 3 3 4 4 5 5 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 5 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 84 39 40 41 42 43 44 45 46 47 48 49 50 cảm thấy tự tin viết tơi khống chế nỗi sợ viết cảm thấy hứng thú với học viết cảm thấy học viết thú vị KHÓ KHĂN KHI SỬ DỤNG PHƯƠNG PHÁP SƠ ĐỒ TƯ DUY Khi sử dụng phương pháp sơ đồ tư duy, nhiều thời gian để ghi lại tơi nghĩ tơi nhiều thời gian để vẽ sơ đồ tư tơi gặp khó khăn việc hồn thành viết tơi gặp khó khăn việc sử dụng hình ảnh để thể cho ý tưởng tơi gặp khó khăn việc sử dụng biểu tượng để thể cho ý tưởng gặp khó khăn việc sử dụng từ khố để thể cho ý tưởng tơi gặp khó khăn việc vẽ hình ảnh để thể cho ý tưởng tơi gặp khó khăn sử dụng nhiều màu sắc sơ đồ tư 1 1 2 2 3 3 4 4 5 5 SD D N A SA 1 2 3 4 5 5 5 5 Cảm ơn hợp tác bạn! 85 APPENDIX E: STUDENTS’ SCORES Pre-test scores of the control group # 10 11 12 13 14 15 16 17 18 19 20 21 Organization R.1 R.2 A 1.4 1.5 1.45 1.5 1.4 1.45 0.3 0.4 0.35 1.3 1.3 1.3 1.4 1.4 1.4 1.3 1.3 1.3 1.5 1.2 1.35 1.7 1.8 1.75 0.5 0.8 0.65 1.2 1.1 0.7 0.7 0.7 1 1.7 1.8 1.75 1.2 1.2 1.2 1.4 1.5 1.45 0.8 0.8 0.8 1.6 1.6 1.6 1.4 1.2 1.3 0.8 0.8 0.8 1.4 1.5 1.45 0.8 0.9 Content Syntax Vocabulary Mechanics R.1 R.2 A R.1 R.2 A R.1 R.2 A R.1 R.2 A 1.5 1.4 1.4 1.4 1.5 1.45 1.2 1.2 1.2 1.2 1.4 1.3 1.4 1.4 1.4 1.8 1.6 1.7 1.2 1.2 1.2 1.3 1.3 1.3 0.5 0.6 1.05 0.3 0.3 0.3 0.6 0.6 0.6 0.5 0.5 0.5 1.2 1.2 1.3 1.5 1.5 1.5 1.3 1.3 1.3 1.4 1.4 1.4 0.8 0.8 0.65 0.8 0.8 0.8 1 0.8 0.8 0.8 1.5 1.4 1.3 1.2 1.1 1.2 1.2 1.2 1 1.5 1.5 1.15 0.8 0.8 0.8 1.4 1.5 1.45 1.5 1.5 1.5 1.8 1.8 1.65 1.2 1.2 1.2 1.5 1.6 1.55 1.6 1.6 1.6 0.8 1.25 1.2 1.2 1.2 1.2 1.2 1.2 0.6 0.6 0.6 0.8 0.8 1.3 0.8 0.8 0.8 0.8 0.8 0.8 0.6 0.6 0.6 0.8 0.8 0.8 0.5 0.6 0.55 0.8 0.8 0.8 0.6 0.6 0.6 1.2 1.3 1.05 1.2 1.2 1.2 0.8 0.8 0.8 0.8 0.8 0.8 1.7 1.6 1.2 1.4 1.6 1.5 1.4 1.5 1.45 1.6 1.5 1.55 1.2 1.2 1.2 1.4 1.2 1.3 1.5 1.5 1.5 1.4 1.4 1.4 1.5 1.2 1.45 1.2 1.4 1.3 1.2 1.4 1.3 1.5 1.5 1.5 1.2 1.1 0.8 0.8 0.8 1 1 1 1.7 1.6 1.55 1.3 1.2 1.25 1.5 1.5 1.5 1.4 1.4 1.4 1.2 1.3 1.25 1 1.2 1.1 0.8 0.9 1.1 1.4 1.2 1.1 1 0.8 0.8 0.8 1.6 1.4 1.3 1.5 1.5 1.5 1.6 1.3 1.45 1.5 1.5 1.5 0.6 0.5 0.75 1 0.8 0.8 0.8 0.6 0.6 0.6 R.1: Rater 1; R.2: Rater 2; A: Average scores of rater1 and rater R.1 6.7 7.2 2.2 6.7 4.8 6.7 7.8 4.3 3.4 7.8 6.7 6.8 4.8 7.5 5.8 4.6 7.6 Total R.2 6.9 2.4 6.7 4.8 6.1 6.5 4.8 4.2 3.5 5.1 6.5 4.6 7.3 5.3 4.9 7.2 3.7 A 6.8 7.05 2.8 6.8 4.65 5.9 6.25 7.75 4.9 4.6 3.45 4.85 7.45 6.6 4.7 7.3 5.55 5.1 7.2 4.05 R.1 2.5 6.4 3.8 7.8 3.7 6.8 7.7 3.2 7.8 7.9 7.2 4.8 6.2 3.5 Total R.2 2.8 6.4 4.2 7.4 4.5 4.8 6.8 7.7 5.1 3.5 7.1 7.3 6.6 6.1 3.7 A 2.65 6.4 7.6 4.1 4.4 6.8 7.7 5.05 3.35 7.45 7.6 6.8 6.65 4.9 6.1 3.6 Pre-test scores of the experimental group # 10 11 12 13 14 15 16 17 18 19 Organization R.1 R.2 A 1 0.4 0.5 0.45 1.4 1.3 1.35 0.6 0.8 1.4 1.5 1.45 0.7 0.7 0.7 0.6 1.4 1.4 1.4 1.4 1.5 1.6 1.55 0.8 0.9 1.2 1.2 1.2 0.6 0.8 0.7 1.4 1.4 1.4 1.5 1.6 1.55 1.5 1.3 1.4 1.5 1.2 1.35 1 1.2 1.2 1.2 0.5 0.7 0.6 Content Syntax Vocabulary Mechanics R.1 R.2 A R.1 R.2 A R.1 R.2 A R.1 R.2 A 1 1 1 0.8 0.8 0.8 1.2 1.2 1.2 0.5 0.5 0.5 0.5 0.5 0.5 0.6 0.8 0.7 0.5 0.5 0.5 1.4 1.5 1.45 1 1.2 1.2 1.2 1.4 1.4 1.4 0.8 0.8 0.8 0.8 0.8 0.8 1 0.6 0.6 0.6 1.5 1.4 1.45 1.6 1.4 1.5 1.6 1.6 1.6 1.7 1.5 1.6 0.8 0.9 0.6 0.8 0.8 0.8 0.8 0.8 0.9 0.8 0.8 0.8 1 1 1 0.6 0.6 0.6 1.2 1.4 1.3 1.5 1.3 1.4 1.5 1.5 1.5 1.2 1.2 1.2 1.5 1.5 1.5 1.7 1.7 1.7 1.5 1.5 1.5 1.5 1.4 1.45 1.2 1.1 1.2 1.3 1.25 1 0.8 0.8 0.8 1.2 1.2 1.2 1.2 1.2 1.2 1.4 1.4 1.4 1 0.8 0.9 0.85 0.8 0.8 0.8 0.4 0.5 0.45 0.6 0.5 0.55 1.6 1.5 1.55 1.7 1.4 1.55 1.6 1.3 1.45 1.5 1.5 1.5 1.6 1.4 1.5 1.7 1.3 1.5 1.6 1.5 1.55 1.5 1.5 1.5 1.5 1.4 1.45 1.2 1.3 1.25 1.4 1.3 1.35 1.4 1.3 1.35 1.4 1.2 1.4 1.3 1.35 1.5 1.2 1.35 1.4 1.4 1.4 1.2 1.1 0.8 0.8 0.8 1 1 1 1.4 1.2 1.3 1.2 1.2 1.2 1 1.4 1.4 1.4 0.6 0.6 0.6 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 R.1: Rater 1; R.2: Rater 2; A: Average scores of rater1 and rater 86 Post-test scores of the control group # 10 11 12 13 14 15 16 17 18 19 20 21 Organization R.1 R.2 A 1.2 1.4 1.3 1.2 1.2 1.2 0.6 0.6 0.6 1.5 1.3 1.4 1.4 1.3 1.35 1.2 1.1 1.4 1.5 1.45 1.2 1.5 1.35 1.4 1.7 1.55 1 1.2 1.1 1.4 1.2 1.3 1.3 1.4 1.35 1.3 1.2 1.25 0.8 0.8 0.8 1.4 1.2 1.3 0.8 0.8 0.8 1.5 1.2 1.35 0.9 0.9 0.9 1.2 1.2 1.2 1.5 1.6 1.55 Content Syntax Vocabulary Mechanics R.1 R.2 A R.1 R.2 A R.1 R.2 A R.1 R.2 A 1.2 1.3 1.25 1.4 1.3 1.35 1.4 1.2 1.3 1.4 1.5 1.45 1.2 1.3 1.25 1.2 1.3 1.25 1.2 1.2 1.2 1.4 1.4 1.4 0.8 0.8 0.8 0.8 0.9 1.1 1.05 0.8 1.3 1.05 1.4 1.4 1.4 1.5 1.3 1.4 1.6 1.2 1.4 1.5 1.5 1.5 1.4 1.5 1.45 1.2 1.2 1.2 1 1.2 1.2 1.2 1.2 1.4 1.3 1 1.2 1.2 1.2 0.8 0.8 0.8 1.3 1.5 1.4 1.5 1.2 1.35 1.5 1.6 1.55 1.5 1.5 1.5 1.4 1.5 1.45 1.5 1.2 1.35 1.6 1.6 1.6 1.4 1.5 1.45 1.5 0.4 0.95 1.5 1.3 1.4 1.6 1.6 1.6 1.5 1.5 1.5 1 1 1.2 1.1 1.2 1.1 1 1.3 1.3 1.3 1.4 1.2 1.3 1.2 1.5 1.35 1.2 1.2 1.2 1.4 1.5 1.45 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.1 1.5 0.4 0.95 1.3 1.4 1.35 1.4 1.3 1.35 1.5 1.5 1.5 1.2 1.2 1.2 1.2 1.4 1.3 1.3 1.3 1.3 1.4 1.4 1.4 1 0.8 0.8 0.8 1.2 1.1 0.8 0.8 0.8 1.5 1.3 1.4 1.3 1.3 1.3 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.4 1.4 1.4 1.2 1.2 1.2 1.2 1.2 1.2 1.4 1.2 1.3 1.4 1.2 1.3 1.3 1.3 1.3 1.1 1.05 0.8 0.8 0.8 1.2 1.2 1.2 1.3 1.3 1.3 1 1.2 1.2 1.2 1.4 1.5 1.45 1.2 1.2 1.2 1.3 1.4 1.35 1.5 1.5 1.5 1.5 1.4 1.45 1.4 1.4 1.4 1.4 1.4 1.4 R.1: Rater 1; R.2: Rater 2; A: Average scores of rater1 and rater R.1 6.6 6.2 4.2 7.5 6.2 5.2 7.2 7.1 7.5 6.3 6.2 6.4 4.4 6.6 5.8 6.6 5.2 6.3 7.3 Total R.2 6.7 6.4 4.6 6.7 6.2 5.6 7.3 7.3 6.5 5.4 6.2 6.3 6.5 4.6 6.2 5.8 5.2 6.5 7.3 A 6.65 6.3 4.4 7.1 6.2 5.4 7.25 7.2 5.2 6.25 6.25 6.5 6.45 4.5 6.4 5.8 6.3 5.2 6.4 7.3 R.1 6.1 5.9 7.2 6.6 8.8 6.5 7.4 7.2 4.4 8.2 7.8 7.8 5.3 6.6 8.2 6.5 Total R.2 5.6 5.9 6.9 8.2 6.1 7.5 7.5 9.1 6.2 7.2 4.3 8.3 8.2 7.7 6.5 6.8 8.4 6.2 A 5.85 5.9 7.05 6.3 8.5 6.3 7.45 7.75 9.05 6.1 7.2 4.35 8.25 7.75 5.9 6.7 8.3 6.35 Post-test scores of the experimental group # 10 11 12 13 14 15 16 17 18 19 Organization R.1 R.2 A 1.3 1.2 1.25 1.2 1.3 1.25 1.5 1.4 1.45 1.2 1.3 1.25 1.7 1.8 1.75 1.5 1.4 1.45 1.5 1.6 1.55 1.7 1.6 1.65 1.8 1.8 1.8 1.2 1.2 1.2 1.5 1.5 1.5 0.8 0.8 0.8 1.7 1.8 1.75 1.6 1.8 1.7 1.7 1.7 1.7 1.3 1.15 1.2 1.4 1.3 1.6 1.6 1.6 1.2 1.2 1.2 Content Syntax Vocabulary Mechanics R.1 R.2 A R.1 R.2 A R.1 R.2 A R.1 R.2 A 1.2 1.2 1.2 1.2 1.1 1.2 1.1 1.4 1.2 1.2 1.2 1.2 1.2 1.1 1.2 1.1 1.3 1.2 1.25 1.5 1.5 1.5 1.2 1.4 1.3 1.4 1.4 1.4 1.6 1.2 1.4 1.3 1.3 1.3 1.5 1.2 1.35 1.2 1.2 1.2 1.4 1.2 1.7 1.6 1.65 1.8 1.7 1.75 1.8 1.5 1.65 1.8 1.6 1.7 1.2 1.2 1.2 1.2 1.1 1.4 1.3 1.35 1.2 1.2 1.2 1.6 1.6 1.6 1.4 1.4 1.4 1.5 1.5 1.5 1.4 1.4 1.4 1.6 1.5 1.55 1.5 1.5 1.5 1.6 1.4 1.5 1.6 1.5 1.55 1.8 1.9 1.85 1.8 1.8 1.8 1.8 1.8 1.8 1.8 1.8 1.8 1.2 1.2 1.2 1 1.4 1.4 1.4 1.2 1.4 1.3 1.4 1.6 1.5 1.4 1.2 1.3 1.5 1.5 1.5 1.4 1.4 1.4 1.2 1.1 0.7 0.85 1 0.6 0.6 0.6 1.7 1.7 1.7 1.6 1.6 1.6 1.7 1.7 1.7 1.5 1.5 1.5 1.6 1.6 1.6 1.6 1.6 1.6 1.5 1.5 1.5 1.5 1.7 1.6 1.6 1.6 1.6 1.6 1.5 1.55 1.4 1.4 1.4 1.5 1.5 1.5 1.2 1.1 1.2 1.2 1.2 1.4 1.2 1.1 1.4 1.25 1.3 1.3 1.3 1.4 1.4 1.4 1.4 1.4 1.4 1.3 1.3 1.3 1.7 1.8 1.75 1.7 1.7 1.7 1.6 1.6 1.6 1.6 1.7 1.65 1.3 1.2 1.25 1.3 1.2 1.25 1.3 1.3 1.3 1.4 1.3 1.35 R.1: Rater 1; R.2: Rater 2; A: Average scores of rater1 and rater 87 APPENDIX F: SPSS RESULTS Results of questionnaire Item-Total Statistics Mind mapping is a form of visual thinking in which the ideas are noted down in the form of pictures and other graphical representation Mind mapping is visual representation of ideas and their relationship among these ideas in non-linear way A mind map includes a word or an image symbolizing what you think in the middle of the page A mind map consists of a variety of ideas expanding from the central idea outward into branches and subbranches There are connections between the main topic and the branch details in a mind map In a mind map, the subject of attention is crystallized in a central image In a mind map, the main themes of the subject radiate from the central image as branches In a mind map, branches comprise a key image or keyword printed on an associated line In a mind map, topics of lesser importance are also represented as branches attached to higher level branches In a mind map, the branches form a connected nodal structure Thanks to mind mapping technique, my narrative paragraph always consists of the setting Thanks to mind mapping technique, my setting always Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Squared Multiple Correlation Cronbach's Alpha if Item Deleted 163.63 1192.246 874 974 163.58 1194.591 849 974 163.89 1209.211 682 974 163.47 1218.708 694 974 163.58 1188.146 826 974 163.79 1202.953 852 974 163.74 1210.649 693 974 163.79 1196.731 809 974 163.68 1186.561 782 974 163.53 1192.930 806 974 163.58 1208.702 835 974 164.00 1205.333 750 974 88 shows when the events happened in my narrative Thanks to mind mapping technique, my setting always shows where the events happened in my narrative Thanks to mind mapping technique, my setting always shows who appeared in my narrative Thanks to mind mapping technique, my narrative paragraph always consists of the sequences of events Thanks to mind mapping technique, my narrative paragraph always consists of the conclusion Thanks to mind mapping technique, I can organize my narrative in a logical order Thanks to mind mapping technique, I can write good setting for my narrative Thanks to mind mapping technique, the setting in my writing is clearly introduced Thanks to mind mapping technique, I can tell the sequences of events in my writing clearly Thanks to mind mapping technique, the sequences of events in my writing are well - developed Thanks to mind mapping technique, I can write the conclusion for my narrative effectively Thanks to mind mapping technique, the conclusion in my writing is always focused on the topic Thanks to mind mapping technique, all sentences in my writing are relevant to each other Thanks to mind mapping technique, all sentences in my writing are linked logically Thanks to mind mapping technique, I can correctly use complex sentence structures in my writing Thanks to mind mapping technique, I can use regular and irregular verbs correctly 164.11 1211.322 779 974 163.74 1202.871 853 974 163.63 1205.801 816 974 164.11 1211.988 769 974 163.68 1213.450 742 974 163.74 1223.427 624 975 163.79 1233.398 495 975 163.79 1228.953 578 975 163.53 1234.596 499 975 163.95 1204.386 797 974 163.74 1203.871 684 974 163.95 1200.275 773 974 163.89 1202.988 732 974 164.00 1230.667 481 975 164.47 1208.374 810 974 89 Thanks to mind mapping technique, I can use of wide range of vocabulary taught previously Thanks to mind mapping technique, I can use correct and appropriate vocabulary in my writing Thanks to mind mapping technique, I can use the punctuations in my writing precisely Thanks to mind mapping technique, I can use the capitalizations in my writing accurately Thanks to mind mapping technique, I can finish my writing without any spelling mistakes Thanks to mind mapping technique, my memory is improved a lot Thanks to mind mapping technique, I can remember things well when learning in the class Thanks to mind mapping technique, I can recall things well when taking exams Thanks to mind mapping technique, I can increase my creativity Thanks to mind mapping technique, I can think of new ideas easily Thanks to mind mapping technique, my ideas are always original Thanks to mind mapping technique, I become more confident when writing Thanks to mind mapping technique, I can control my anxiety of writing Thanks to mind mapping technique, I am more interested in the writing lesson Thanks to mind mapping technique, I find writing lessons more exciting When using mind mapping technique, it takes me a lot of time to note down what I have thought of When using mind mapping technique, it takes me a lot of time to draw my mind map 163.95 1212.164 683 974 164.32 1207.784 692 974 164.47 1208.263 576 975 164.21 1225.842 376 975 164.16 1215.696 573 975 163.79 1188.287 846 974 163.84 1200.918 836 974 163.74 1201.871 869 974 163.63 1218.135 560 975 163.74 1191.760 774 974 163.95 1216.164 625 975 164.11 1220.877 584 975 164.16 1223.918 551 975 164.00 1211.889 696 974 163.58 1238.924 297 975 164.53 1229.152 471 975 164.58 1226.702 388 975 90 When using mind mapping technique, it is difficult for me to finish my writing on time When using mind mapping technique, it is hard for me to use appropriate pictures for my ideas When using mind mapping technique, it is hard for me to use suitable symbols for my ideas When using mind mapping technique, it is hard for me to use appropriate keyword to representing my ideas When using mind mapping technique, I have difficulty in drawing pictures for my mind map When using mind mapping technique, I have difficulty in using many colors in my mind map 164.11 1223.544 422 975 164.00 1219.000 485 975 164.00 1228.889 350 975 164.32 1213.339 588 975 164.37 1215.246 530 975 164.00 1216.444 478 975 Descriptive statistics of writing components for the control group and experimental group (pre-test) N Mean Syntax score Control group Pre-test Experimental group Pre-test Control group Pre-test Experimental group Pre-test Control group Pre-test 21 19 21 19 21 1.19 1.10 1.21 1.13 1.11 Std Deviation 37692 34112 25206 32234 34746 Vocabulary score Experimental group Pre-test Control group Pre-test 19 21 1.12 1.15 32718 28217 Experimental group Pre-test Control group Pre-test Experimental group Pre-test 19 21 19 1.12 1.07 1.09 33388 38489 36865 Organization score Content score Mechanics score 91 Descriptive statistics of writing components for the control group and experimental group (post-test) N Mean Control group Post-test 21 1.20 Std Deviation 25495 Experimental group Post-test 19 1.43 26658 Content score Control group Post-test 21 1.21 21814 Syntax score Experimental group Post-test Control group Post-test 19 21 1.42 1.25 23648 17529 Experimental group Post-test 19 1.36 26593 Control group Post-test 21 1.28 16619 Experimental group Post-test 19 1.40 21409 Control group Post-test 21 1.24 22892 Experimental group Post-test 19 1.37 25947 Organization score Vocabulary score Mechanics score 92 APPENDIX G: PICTURES OF THE EXPERIMENTAL GROUP 93 94