Using mind mapping strategies to enhance english vocabulary for the seventh grade students at a secondary school in bac ninh

HANOI OPEN UNIVERSITY FACULTY OF ENGLISH M.A THESIS USING MIND-MAPPING STRATEGIES TO ENHANCE ENGLISH VOCABULARY FOR THE SEVENTH - GRADE STUDENTS AT A SECONDARY SCHOOL IN BAC NINH (SU DỤNG CHIÊN LƯỢC BẢN ĐÒ Tư DUY ĐẼ CẢI THIỆN TỪ VỤNG TIÊNG ANH CHO HỌC SINH LÓP Ở MỘT TRƯỜNG THCS Ó BẮC NINH) PHAM THI THOM Field: English Language Code: 8.22.02.01 Hanoi, 2023 HANOI OPEN UNIVERSITY FACULTY OF ENGLISH M.A THESIS USING MIND-MAPPING STRATEGIES TO ENHANCE ENGLISH VOCABULARY FOR THE SEVENTH - GRADE STUDENTS AT A SECONDARY SCHOOL IN BAC NINH (SƯDỤNG CHIỀN LƯỢC BẢN ĐÒ TƯDUYĐÉ CẢI THIỆN TỪ VỤNG TIÊNG ANH CHO HỌC SINH LỚP Ở MỘT TRƯỜNG THCS Ở BẮC NINH) PHAM THI THOM Field: English Language Code: 8.22.02.01 Supervisor: Dr Lc Phuong Thao Hanoi, 2023 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled USING MIND-MAPPING STRATEGIES TO ENHANCE ENGLISH VOCABULARY FOR THE SEVENTH- GRADE STUDENTS AT A SECONDARY SCHOOL IN BAC NINH submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2023 Pham Thi Thom Approved by SUPERVISOR Le Phuong Thao Date: ACKNOWLEDGEMENTS I would like to express my sincere gratitude to those who assisted me in completing this thesis Without their direction and guidance, this paper may not have been finished Without my supervisor, Dr Le Phuong Thao, this thesis would not be nearly as complete In addition, I would like to extend my gratitude to all the lecturers at the English Faculty of Hanoi Open University for providing me with scholarly knowledge, valuable lectures, and instructions that assisted me in completing the final project Furthermore, I am grateful to the Library Department instructors who made it easier for me to browse and acquire data for this thesis And last but not least, I want to express my gratitude to my friends and family, my seniors, and my professors for their continuous backing and support throughout this period ABSTRACT The purpose of this study is to determine how Mind-Mapping Strategies (MMS) encourage the seventh-grade students at Le Van Thinh secondary school enhance their vocabulary, what elements impact the implementation of MMS for learning English Vocabulary (LEV), and the opinions of s students regarding the use of MMS to acquire English Vocabulary (EV) To achieve the purpose of the study, the researcher employed a sequential explanatory approach that incorporated quantitative and qualitative techniques Sequential explaining is a form of hybrid method in which quantitative data collection is followed by qualitative data collection to strengthen the quantitative data Students' test results from the pre-test, post-test, short-term memories (STM) test, and long-term memory (LTM) test are used to collect qualitative data Tests and interviews are used to acquire data using the quantitative method Descriptive language is used to convey the results of exams and interviews The analysis is used to examine the elements which affect the utilization of MMS for LEV based on the findings of the tests and the interview, as well as the data garnered from the analysis of the test and interview results The test results indicate that MMS could enhance the EV of the seventh-grade students at the Le Van Thinh secondary school The results of the interview indicate that MMS facilitated them with enhancing their EV, as they suggested that MMS enabled them to recall EVs more effectively and naturally due to the colors and logical structure Key Words: Mind-Mapping Strategies, Learning English Vocabulary LIST OF ABBREVIATIONS EFL English as a Foreign Language ELS English Learners EV English Vocabulary LEV Learning English Vocabulary LTM Long-Term Memory MMS Mind-Mapping strategies STM Short-Term Memory LIST OF FIGURES Figure Mind-mapping example about mind mapping based on Buzan (2005) 16 Figure Mind-mapping example about six thinking hats based on Buzan (2005) 17 Figure Mind-mapping example about family based on Buzan (2005) 18 Figure Mind-mapping example about connecting with nature based on Buzan (2005) 19 Figure Mind-mapping example about solving global warming based on Buzan (2005) 20 Figure Mind-mapping example about ideal future based on Buzan (2005) 21 LIST OF APPENDICES Appendix I: Appendix II: Appendix III: Test 54 List of Vocabulary 54 56 Interview Questions LIST OF TABLES AND CHARTS Table 1: The Sample 23 Table 2: The Rubric of Speaking 29 Table 3: Statistical Table of Pre-test and Post-test Results of Class A 35 Table 4: Statistical Table of Pre-test and Post-test Results of Class B 35 iv Chart 1: The results of the pre-test and post-test of class A 33 Chart 2: The results of the pre-test and post-test of class B 34 Chart 3: The results of the STM test and LTM test of class A 37 Chart 4: The results of the STM test and LTM test of class B 38 TABLE OF CONTENTS CHAPTER I: Introduction I 1.1 Rationale 1.2 Aim and objectives 1.3 Research questions 1.4 Methods of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Structure of the study CHAPTER II: Literature Review 2.1 Review of previous studies 2.1.1 Review of related studies worldwide Review of related studies in Vietnam 2.1.2 2.2 Theoretical background , 6 7 2.2.1 Information Processing Theory 2.2.2 Knowledge Visualization Theory 2.2.3 2.2.4 Brain Science Theory Mind-Mapping Strategies 9 2.2.4.1 Definition of Mind-Mapping Strategies 2.2.4.2 Advantages of Using Mind-Mapping Strategies 12 2.2.4.5 Characteristics of Mind-Mapping Strategies 14 2.4.4.6 How to make a Mind-Map Strategics 15 2.5 22 Summary CHAPTER III: Research Methodology 3.1 Population and Sample 23 3.2 Research Design 24 vi 3.3 Research Instruments 24 3.3.1 Quasi-Experiment Teaching 24 3.3.2 3.3.3 Tests The interview 28 30 3.4 Procedure 30 3.5 Summary 31 CHAPTER IV: FINDING AND DISCUSSION 32 4.1 Results of tests 4.2 Results of the interview 4.3 Some suggestions for using mind-mapping strategics to LEV 39 43 4.4 Summary 45 CHAPTER V: Conclusion 5.1 Recapitulation 5.2 Concluding remarks 5.3 Limitation of the study 5.4 Recommendations and suggestions for further research 32 47 47 50 ] REFERENCES APPENDICES vii CHAPTER I: INTRODUCTION This chapter deals with the introduction of the thesis This chapter starts with the rationale of the study Then, the aims and objectives and research questions of this study Next, it is the method, scope and significance of the thesis The structure of the study comes in the end 1.1 Rationale Coady and Huckin's (1997) statement that "vocabulary is central to language acquisition and of critical importance to the typical language learner" is accurate Words are essential since they are a part of every language and without them, there would be no such thing as communication We all utilize language as a tool for interpersonal communication and for expressing ourselves One of the language elements that contribute to the acquisition and application of language skills is vocabulary This is a crucial issue since words function as symbols or indicators for concepts They serve as the conduit through which individuals communicate their beliefs We have more notions as we acquire new vocabulary As a consequence, we can express our thoughts more effectively Learning a language is essential because vocabulary is necessary for communication Therefore, all students of English or other languages should be accustomed to these words Those who have a mastery of the language's vocabulary may find it easier to express themselves in writing and speech, as well as to understand what others mean by using various terms Since they not understand the meanings of words, they will be unable to read, write, or converse in English Vocabulary is seen as important to effective communication in this model Learning a language helps with schoolwork in every area, students are required to learn a foreign language as a means of better understanding themselves, their own culture, and the cultures of others, students’ need to develop these four skills in order to become fluent in a new language Listening, talking, reading, and writing are the four pillars of language proficiency They also need to be proficient in three areas related to the study of language The three parts are the grammar, the vocabulary, and the pronunciation Imagination and creativity are limitless when using mind mapping, so learning it can be enjoyable Through the use of images and colors, the brain is stimulated and made to appreciate contemplating the material According to the results of the interview, the traditional mind map method has the following disadvantages: It can become chaotic Their maps may become disorganized rapidly if they have too many concepts that no longer fit on the page or if their initial method of organization no longer functions, requiring them to create a new one Time-consuming Particularly if they must recreate them When dealing with intricate concepts, it can be time-consuming to organize and plan mind maps However, they can become a distraction if they arc inspired to doodle, sketch, or draw around their concepts or if they spend a great deal of time searching for and/or printing specific images Not sufficiently informative Occasionally, information can become forgotten in a mind map They lack space, their adhesive notes decide to detach themselves, or their penmanship is unreadable They require considerable effort To maximize the benefits of mind mapping, they should exert effort Simple mind maps for ideation are acceptable and feasible, but if they desire to use a mind map to revise a voluminous textbook, they must allot more time This includes planning how information will be organized, determining color-coding, and recalling the significance of each branch, illustration, and symbol 46 CHAPTER V: CONCLUSION This chapter deals with the conclusion of the thesis This chapter starts with the recapitulation Then, the concluding remarks of this study and limitations of the study Next, it is the recommendations and suggestions for further research 5.1 Recapitulation This thesis is aimed to find out how MMS helps students at Le Van Thinh secondary school and the factors that influence the application of MMS for LEV by describing the procedure of MMS on LEV in order to know the improvement of students’ vocabulary after teaching learning vocabulary through MMS To accomplish this aim, firstly, literature review is presented as the foundation for the study Secondly, quasi experimental teaching, tests and the interview with students at the secondary school and the preliminary results were given A brief description of the methodology is provided, and this also demonstrates how we will ultimately achieve the purpose of the study The researcher used a method known as a sequential explanatory mixed method, which is a hybrid approach that brings together qualitative and quantitative research techniques The sequential explanatory method is a type of mixed technique in which the author uses quantitative methods to collect data and then uses qualitative methods to back up the data A mixed method is research that explains things in order The results of the pre-test, post-test, short-term memory (STM), and long-term memory (LTM) tests that the students took are analyzed qualitatively to get information that is relevant to the study In order to gather data quantitatively, methods such as tests and interviews are used The word descriptive is used to describe the figure that was derived from the test results and the responses from the interview The author carried out the tests and conducted the interview in order to acquire the necessary data The author, in his capacity as a teacher, made an effort to use MMS in order to assist students in LEV The results of the tests revealed that MMS led to an improvement in the vocabulary of the students The findings of the tests and interviews arc analyzed, and an 47 investigation into the elements that impact the use of MMS for LEV is conducted using the acquired data The findings of testing suggest that MMS has the potential to increase students' EV at the Le Van Thinh secondary school for students in the seventh -grade The findings of the interview indicate that the students considered that MMS helped them enhance their EV More specifically, they thought that the colors and logical organization of MMS made it simpler and more effective for them to recall EV information Because thoughts in MMS branch out from other ideas in a logical, structured fashion, and are brilliantly colored, the findings of both short-term and long-term memory tests indicated that MMS also helps students recall what they learned in the long-term more effectively This is because MMS The findings of the interview indicate that the vast majority of the students believe that MMS has the potential to help them grow in their LEV studies, enhance their vocabulary, broaden their views, and boost their confidence in themselves 5.2 Concluding remarks As stated previously, the study can be concluded with the following observations The results indicated that implementing MMS could enhance the EV of students in secondary school at Le Van Thinh secondary school Post-test scores in class A (experimental class) were higher than post-test scores in class B (control class): the improvement in students ' achievement from the pretest to the post-test was 32% in class A and 5% in class B Therefore, MMS could enhance the EV of students In general, the students perceived that MMS helped them improve their EV; they agreed that MMS enabled them to memorize EV more effectively and easily due to its use of colors and logic Prior to using MMS, they considered EV to be challenging to learn, particularly to recollect in the LTM MMS can connect all EV, establish their relationship, visualize and categorize them MMS assisted them in exploring the idea and its primary connections in an orderly, colorful, lively, and logical manner These students believe that there arc several advantages to using MMS, including the following: Flexible Explanation: According to mind mapping, there are certain things that can 48 be easily explained without clouding the meaning of the subject matter They are free to insert the description and categorization of anything anywhere in the mind map that makes sense to them according to how they see it Focus on the subject at the same time as you are focused on the overarching concepts, you may easily get the supplementary subjects that they touch on It is helpful to have the keyword in mind since it might make the procedure simpler and more effective Improving One's Capacity to Comprehend the content: Utilizing mind maps might make it easier to comprehend the content Because mind mapping is a fundamental pattern of cognition, using it does not make it more challenging for students to grasp what they have studied and makes it much simpler for them to recall the information When practicing mind mapping, one's imagination and creativity are not restricted in any way, making the process of learning it a fun one The mind is engaged and made to appreciate the information by means of the employment of pictures and colors, both of which serve to excite the brain According to the results of the interview, the traditional mind map method has the following disadvantages: It can become chaotic Their maps may become disorganized rapidly if they have too many concepts that no longer fit on the page or if their initial method of organization no longer functions, requiring them to create a new one Time-consuming Particularly if they must recreate them When dealing with intricate concepts, it can be time-consuming to organize and plan mind maps However, they can become a distraction if they are inspired to doodle, sketch, or draw around their concepts or if they spend a great deal of time searching for and/or printing specific images Not sufficiently informative Occasionally, information can become forgotten in a mind map They lack space, their adhesive notes decide to detach themselves, or their penmanship is unreadable They require substantial effort To maximize the benefits of mind mapping, they should exert effort Simple mind maps for ideation are acceptable and feasible, but if they desire to use a mind map to revise a voluminous textbook, they must allot more time 49 This includes planning how information will be organized, determining color-coding, and recalling the significance of each branch, illustration, and symbol During the course of this process, an innovative and comprehensive new knowledge system will be developed Therefore, in the practice of teaching, instructors may make use of the MMS to transfer information to students and support students in the process of developing knowledge, which will facilitate communication between teachers and students The use of color and visuals inside the MMS might also be beneficial to the learning process Because of this, the MMS may be seen as a teaching approach that is used to provide educational material and courseware and construct a knowledge network, all of which can help in the process of making instruction more effective The application of the MMS is not restricted to only LEV Reading, writing, and grammar are only some of the other aspects of English education that might benefit from its use The use of MMS will become more widespread in educational settings as a result of future study In conclusion, the MMS needs to play a significant function in the procedures of instructional delivery The most important purpose of a mind map is to act as a tool that assists in the process of making connections between unrelated things, concepts, or entities This might assist students in organizing and maintaining the information they have gained MMS helps students to have a more in-depth grasp of their own knowledge by drawing connections between different types of information 5.3 Limitation of the study This study has limitations nonetheless First, the study is limited to the use of MMS for LEV by the seventh-graders at Le Van Thinh secondary school, so it may not be necessary to learning other skills such as writing, listening, speaking, reading, or how students respond to MMS as an effective learning strategy and to further comprehend how MMS facilitated their learning In addition, this activity employed a small sample size (n= 100), so it would be prudent to evaluate the efficacy of MMS with larger populations, various ages, and/or English proficiency levels Even though significant efforts have been made to produce the finest results in this thesis, errors and limitations arc inevitable Therefore, any feedback on the author's more accomplished work would be greatly appreciated 50 5.4 Recommendations and suggestions for further research The thesis has focused only on using MMS to improve EV for the seventh- grade students at Le Van Thinh secondary school From the limitations mentioned above, some suggestions for further study relating to this topic may be offered as follows It is suggested that additional research can be conducted on the MMS in other areas They can use this research to conduct additional research on the application of MMS to the learning of other skills, such as writing, listening, speaking, and reading, or on how students respond to MMS as an effective learning strategy and to better comprehend how MMS facilitated their learning In addition, this activity employed a small sample size (n= 100), so it would be prudent to evaluate the efficacy of MMS with larger populations, various ages, and/or English proficiency levels During the course of this process, an innovative and comprehensive new knowledge system will be developed Therefore, in the practice of teaching, instructors may make use of the MMS to transfer information to students and support students in the process of developing knowledge, which will facilitate communication between teachers and students The use of color and visuals inside the MMS might also be beneficial to the learning process Because of this, the MMS may be seen as a teaching approach that is used to provide educational material and courseware and construct a knowledge network, all of which can help in the process of making instruction more effective The application of the MMS is not restricted to only LEV Reading, writing, and grammar arc only some of the other aspects of English education that might benefit from its use The use of MMS will become more widespread in educational settings as a result of future study In conclusion, the MMS needs to play a significant function in the procedures of instructional delivery The most important purpose of a mind map is to act as a tool that assists in the process of making connections between unrelated things, concepts, or entities This might assist students in organizing and maintaining the information they have gained MMS helps students to have a more in-depth grasp of their own knowledge by drawing connections between different types of information 51 REFERENCES Al-Jarf, R (20/7) Teaching spelling skills with a mind-mapping software, Asian EFL Journal Professional Teaching Articles Arikunto, s (2010) Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta: PT Bina Aksara Budd, J w (2003) Mind Maps as Classroom Exercises, Minnesota University of Minnesota Buzan, T (1991) The Mind Map Book New York, Penguin Buzan, T (2005) The Ultimate Book of Mind Maps, British Creswell, J w (2008) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4thed.) Boston, Pearson Coady, J., & Huckin, T (1997) Second language vocabulary acquisition: A rationale for pedagogy Cambridge University Press David, p H (2007) Testing English as A Second Language New York, Grow Hill Press Dang Thanh Diem (2011) Using mind maps and diagrams to teach vocabulary for first year mainstream students, Faculty of English Language Teacher Education Graduation paper University of Languages and International Studies, National University, Hanoi 10 Do Thi Lan Anh (2010) Using movies and videos to teach English vocabulary to the tenth form students Graduation paper University of Languages and International Studies, National University, Hanoi 11 Effendi, Y (2009) Using MMs and Diagrams to Teach Vocabulary to FirstYear Mainstream students Faculty of English Language Teacher Education 12 Eppler, M J and Burkard, R.A (2004) Knowledge Visualization: Towards a New Discipline and its Fields of Application ICA Working Paper, University of Lugano 13 Hofland, c (2007) Mind map in the ELF classroom 14 Moi, w, & Lian L (2007) Introducing Mind map in comprehension 15 Murley, D (2007) Mind Mapping Complex Information Southern Illinois University School of Law Library, Illinois 52 16 Nguyen Thi Van (2006) Some techniques to teach vocabulary effectively in course book “Powerbase elementary” for first-year, non-major students at Vietnam National economics university M.A thesis, Hanoi 17 Pramono, s, A (2013) The Use of Mind Mapping to Improve the Speaking Ability of Grade Viii Pupils in the Academic Year of2012/ 2013, English Language Teaching Journal 18 Palmberg, R (2011) Multiple intelligences revisited Finland, Palmsoft Publications 19 Schunk, D.H (2012) Learning Theories: An Educational Perspective Upper Saddle River, Pearson Education 20 Sperry, R.w (1961) Cerebral organization and behavior Science 133: (17491957) 1.Sperry, R w (1967) Split-brain approach to learning problems An Neurosciences: A Study Program, G c Quarton, T Melnechuk, and F o Schmitt, Eds New York, Rockefeller University Press 22 Thombury, s (2002) How to teach vocabulary Pearson Education Limited 23 Vu, P.T (2011) Enhancing learning English vocabulary through games: An action research M.A thesis, Hanoi 24 Ziganshina, D (2017) Roger Sperry's split brain experiments Embryo Project Encyclopedia 53 APPENDIX I-TEST (TASK CARD) Describe a hook that you like the most You should say: - What the book was about - Why you read it - What you learned from this book And explain why you like it You will have to talk about the topic for to minutes You have one minute to think about what you're going to say You can make some notes to help you if you wish APPENDIX II-LIST OF VOCABULARY (Topic: Books) a second to none an e-book an e-reader author admirer addictive bedtime reading couldn’t put it down come to mind 10 cheers me up 11 creepy 12 to catch the latest movie 13 determination and effort 14 dreary 15 not judge a book by its cover 16 enhance my creativity 17 entertaining 18 fantasy novel 19 fascinated 54 20 feeling blue 21 futuristic 22 to flick through 23 to get a good/bad review 24 to go on general release 25 to-read list 26 hustle and bustle 27 hardback 28 a historical novel 29 heartbreaking 30 immerse yourself in something 31 inspire somebody to something 32 immortal 33 inspirational 34 intense 35 intricate plot 36 to know like a book 37 overcome all obstacles 38 provide somebody with hours of enjoyment 39 paperback 40 play essential roles 41 page turner 42 plot 43 to read something from cover to cover 44 to read between the lines 45 stimulate somebody’s imagination 46 sci-fi: science fiction 47 subordinate plot 48 to be engrossed in 49 think outside the box 55 50 to be a big reader 51 to be based on 52 to be heavy-going 53 the central character 54 to come highly recommended 55 to take out (a book from the library) 56 to tell the story of 57 time and time again 58 tear-jerking 59 thought-provoking 60 threadbare plot 61 unraveling of the plot 62 visualize the scenes APPENDIX III-INTERVIEW QUESTIONS What arc the difficulties you have encountered in learning vocabulary? How you overcome it? Have you ever heard about MMS before? Did MMS help you to learn English vocabulary easier? Have you faced any obstacles in making and using MMS? What are your solutions to other students who still feel it is hard to improve their vocabulary? APPENDIX IV-TRANSCRIPT OF THE INTERVIEW The researcher: What are the difficulties you have encountered in learning vocabulary? Student 1: The difficulties I have encountered in learning vocabulary are I can’t remember the meaning of these words or how to write these words or I not know how to pronounce these words 56 Student 2: Learning vocabulary is a little bit challenging for me because it is too hard to memorize, I can forget immediately after I learn it Besides, also tried to learn new words as much as possible but it was not as effective as I expected Student 3:1 have had a lot of difficulties in learning vocabulary Once, my teacher told US to review all the vocabulary in the list The list is too long, boring and difficult to remember Student 4: First is the spelling of vocabulary, for example, “obstacles”, the spelling of the word is too complex to remember Second, is when you search the meaning of a vocabulary, you can understand it but you might forget it easily Student 5: I think there are several difficulties when learn EV Firstly, it is hard to remember all the vocabulary which J learned in the long-term I am almost on the next day Secondly, learning vocabulary is boring I have to study a lot of things like their meaning, pronunciation, synonyms, so when I need to use them, it can be frustrating Student 6: My difficulty when met the vocabulary was that it was very difficult to remember in the long-term And it is difficult to understand Student 7: The difficulties I have encountered in learning vocabulary is that I can’t remember the words or there are many words that look the same so I can’t distinguish Student 8: The first difficulty is I could not remember the vocabulary and how to pronounce those words The second difficulty is I felt ashamed to learn vocabulary with other people, I just can learn alone The final difficulty I have encountered in learning vocabulary is there are lots and lots of new vocabulary The researcher How you overcome it? Student 1: There are many solutions to come over it We can learn vocabulary by MMS The simple ways are learning the words that you heard and reading them again and again or the words that are important to the subjects you are studying and write the words in a note-book Student 2: To come over it, I tried to apply every word I learn For example, I make sentences that include the new word I learn Another method is I learn new words not only one time but also maybe twice or three times check it whenever learn vocabulary Student 3:1 still not know how to overcome it until I have taught MMS in LEV 57 Student 4: used to make sentences to understand the meaning Also, I apply it in my life I usually talk to foreigners about my vocabulary or using MMS Student 5: overcome it by using MMS or making flashcards and LEV according to topic Student 6: I overcome it by going to learn EV in many places and ask some friends to study with me Student 7: I overcame it by using an English dictionary and a note-book to write down new words and try to learn by heart and use them in reality Student 8: can overcome that difficulty by reading a lot and again And I read the vocabulary when have free time The researcher: Have you ever heard about MMS before? Student 1: No, I have not Student 2: Yes, I did Student 3: No, I have not Student 4: Me too Student 5: No, have not Student 6: No, have not Student 7: No, have not Student 8: No, I have not Student 9: No, have not Student 10: No, I have not Student 11: No, I have not Student 12: No, I have not Student 13: No, I have not Student 14: No, I have not Student 15: No, have not The researcher: Did MMS help you to learn English vocabulary easier? Student 1: Yes, it did Student 2: Yes, it did I think MMS helps me a lot to enhance my EV Student 3: Maybe I think MMS is easy to look at and easy to draw, too At least, it is easy to draw to people who can draw like me 58 Student 4: MMS does help me a lot Once, I tried to use it for LEV and in the unit test, I got a perfect score because can visualize the mind-map in my head so can remember all the words Student 5: Yes, MMS helps me LEV easier Because it creates association, easily observe and remember Colors and images in MMS help stimulate the brain for better memory Student 6: Yes, it helps me understand in a faster way Student 7: MMS can help me to boost my EV easier, because it can help me classify the new words Student 8; Yes, it does The MMS helps the vocabulary have the link more closely, helps me learn faster The MMS helps my mind to be better, it can help me think more about those words Student 9: When I created a mind-map, I found it is very effective to remember something It can also help you plan or outline essays The researcher Have you faced any obstacles in making and using MMS? Student Ỉ: Yes, I have Because it takes me a long time to make it When I use it, it is easy Student 2: MMS is very useful but there are some barriers I have to face: MMS is too hard to make and some MMS which I found on the internet are too complicated Student 3: MMS is useful to me, but it is a waste of too much time to draw and color it Student 4:1 agree because I must spend too much time drawing Student 5: I have faced some obstacles in making and using MMS because sometimes it is Student 6: Yes, I have It wastes my time Student 7: Sometimes, I draw too badly so I am afraid to use MMS Student 8: Me, too Student 9: Sometimes, I forget what I have written on the map and am nervous to express my ideas The researcher: What are your solutions to other students who still feel it is hard to improve their vocabulary? Student 1: They can learn words repetitively, write all the vocabularies in a note-book, make and use MMS to learn them easier 59 Student 2: In my opinion, there is no solution more effective than practicing, because practice makes perfect, but they also need a suitable method to study effectively, so I highly recommend MMS because it is a wonderful way to LEV Student 3: They can read English books, use MMS and also make sentences to truly understand the meaning of new words Student 4: think they should use MMS so they can boost their EV by an effective tool Student 5: My solution to other students who still feel hard to improve their vocabulary is guiding them to try to use MMS Student 6: You can use MMS to LEV, it helps you learn faster and easier Student 7: They should use MMS to learn EV because when I created a mind-map, found it is very effective to remember something It can also help you plan or outline essays 60