Trang 1 i DECLARATION I hereby certify that the thesis entitled "A study on using mind mapping technique in teaching vocabulary to grade 10 students at Chu Van An High School" is my own
INTRODUCTION
Rationale
Nowadays, English plays a significant role in our life and it is considered as a universal language It is assummed that around 90% of the population use English as a lingua franca Therefore, English is one of the important subjects that are included in the curriculum This subject has been taught from primary up to university level of education In the past, it used to be taught in a dull and uninspiring way At that time, students just passively absorbed the knowledge from their teachers Furthermore, the education system placed great emphasis on grammar knowledge As a result, it caused invisible pressure on students and made learning English boring Consequences, teaching English has been the main concern of many educators as well as teachers around the world in general, particularly in many areas in Vietnam and Thanh Hoa is no exception
To learn vocabulary, it is important to use explicit instruction of vocabulary learning strategy to facilitate their knowledge and recognition of vocabulary learning strategies that they can use outside classroom to learn new words (Atay & Ozbulgan,
2007) In short, apart from knowing how word is learned, it is also important for teachers to know how a word is recalled by their students so as to come up with better techniques to benefit vocabulary learning which leads to promoting reading comprehension Thinking of method that is suitable for teaching and learning is essential to achieve goals (Nation, 2009) In English language classes, educators can choose methods which can accelerate learning, especially learning vocabularies and reading comprehension Teachers can use a variety of teaching and learning strategies and techniques to motivate learners and achieve the objectives Thus, importance of vocabulary requires from teachers to select the suitable strategy that help learners to recall vocabulary meaning
There have been so far many studies on this issue However, any research on using mind-map technique in teaching vocabulary to students at grade 10 at Chu Van
An high school has not been done before All efforts to have this study are for not only participants but also those who want to improve and promote English vocabulary The aforementioned important roles of vocabulary and vocabulary
2 learning are the main reasons which stimulate the researcher to conduct this study to get a deeper view into this matter
This research, therefore, sets its objectives to apply the vocabulary mind map designed based on the English 10 Global Success textbook to teach vocabulary used by 10th grade students at Chu Van An high school as well as their perception of the helpfulness of mind map in learning vocabulary Based on the findings, the researcher also aims at giving some implications and suggestions to vocabulary English teaching and learning by mind map.
Aims of the study
The aims of the study consist of:
- Exploring the current situations of teaching vocabulary to grade 10th students at Chu Van An High School
- Designing and applying activities with mind-mapping technique in teaching vocabulary to grade 10th students at Chu Van An High School
- Evaluating the effectiveness of using mind map technique in teaching English vocabulary to 10th grade students at Chu Van An High School
Research Questions
There are three research questions, based on the focused objectives of the study accordingly They are:
Question 1: What techniques in teaching vocabulary have been used by the teachers of Chu Van An High School?
Question 2: How to use mind maps in vocabulary teaching and learning effectively? Question 3: How effective is the mind mapping technique in teaching vocabulary to grade 10th students at Chu Van An High School?
Scope of the study
Because of the limitations of time, knowledge and experience, the scope of the thesis is only in a boundary of a small group of students at Chu Van An High school and in a micro field Specifically, the study is conducted with the contribution of 80 students in grade 10 at the Chu Van An High school After that, 40 students would be chosen to take part in studying experimental with the vocabulary mind map The
3 author would research the current effectiveness of using Mind Mapping technique to promote student‟s vocabulary
In this study, Mind mapping technique was used in Unit 7: Vietnam and international organizations (Language and Reading), Unit 8: New ways to learn (Getting started, Reading and Speaking), Unit 9: Preserving the environment (Getting started, Reading and Speaking).
Methods of the study
The study uses the following research methods:
- Theoretical research method: The author researches the related documents to give some knowledge about vocabulary, definition and features of mind maps and mind mapping technique
- Investigating methods: The researcher uses survey questionnaires for students and teachers, tests and classroom observations to investigate the real situation of using mind mapping technique in teaching vocabulary to grade 10th students in Chu Van An High School
- Mathematical statistical method: It focuses on presenting, analyzing, caculating the data collected from survey questionnaires and observation to get the final results
- Experimental method: This method is used to find out about the effectiveness of using mind maps in teaching and learning vocabulary Experiment is to verify by using mind map as a tool for grade 10th students at Chu Van An High School to learn vocabulary The research carried out the experiment to comparison then to evaluate the feasibility of using mind map as an instrument in vocabulary teaching and learning.
Design of the study
The study includes three main parts:
In this part, readers will get overall information about the thesis including the rationale for the research, research problems, research questions, the scope of the research as well as the outline of research
Part II: Development – the pivotal core of the study It is divided into three sus- chapters:
Chapter 1: Literature Review: Focusing on theorical background of the study, the overview of vocabulary and Mind Mapping technique, and relationship between mind mapping technique and vocabulary teaching
Chapter 2: Methodology: Discussing about researching objectives, method of the study, instrument, data collection and data analysis of the study
Chapter 3 – Findings and Discussion: In this chapter, the author has to make some major findings, analyzes and discusses the data collected from classroom observations, interviews and results of pre-test in details to find out the problems of grade 10th students at Chu Van An High School in teaching vocabulary
In this part, the researcher gives summarization about major findings of the study This includes the conclusion of the whole study, implications, limitations of the research, and provides suggestions for further studies
DEVELOPMENT
LITERATURE REVIEW
Vocabulary has been defined in various ways As determined by the Webster Dictionary, vocabulary is “a list or collection of words usually alphabetically arranged and explained or lexicon, stock of words used in language or by class, individual, etc.”
In Cambridge Dictionary, vocabulary is explained as "All the words that exist in a particular language or subject"
Yet many researchers consider vocabulary in wider definitions with deeper explanations According to Nugroho (2012 cited in Farida, Isrina & Apsari, 2019), Vocabulary is the foundation to develop languages, which has a role as a basis in communication Thus, vocabulary is basic and important learning that must be learned in language learning (Sari & Sutopo, 2018) In other words, vocabulary mastery plays an important role in the whole process of learning a second language (Giessen, 2019)
By learning vocabulary, it will be easier to know four skills in English, specifically listening, reading, writing, and speaking (Indrasari, Novita, & Megawati, 2018) Communication of scholars in learning, channeling concepts, opinions and information are easier if students have studied the vocabulary well (Aisyah, Hidayatur Rahma, & Yugafiati, 2019)
Some scholars such as Hatch and Brown (1995: 1) have viewed vocabulary refers to a list or set of words for a particular language or a list or set of words that individual speakers of a language might use Hatch and Brown (1995: 1) also state that vocabulary is the only system involved in alphabetical order
Hornby (2000: 1331) described vocabulary as “a list of words in a language with their meanings”, which is common with the third and fourth meanings from the definition of the dictionary Besides, “Vocabulary is knowledge of words and words meanings” is defined by Fran Lehr and his associates (2004) With author Zimmerman
(2007), he thinks that vocabulary is a block of words that plays a cellular role used in building and recognizing the meaning of a sentence
Besides, as Gardener (2009, quoted in the reference list of the author Adger,
2002) states in his view that vocabulary can be understood not only in terms of the meaning of words, but also in terms of how vocabulary is structured in a particular body language ” It is how people use and store vocabulary, and how they learn words and the relationships between words, phrases, groups of words, and groups of phrases With the concept that vocabulary is the smallest unit used to communicate, the more vocabulary learners have, the more likely they are to perfect their communication skills, namely speaking, listening, reading, and writing skills
To conclude, there are numerous ways to understand the concept of “vocabulary” From all the above discussions about it, we can understand vocabulary as a list of words that teachers and learners use in the process of teaching and learning English as a foreign language as well as their usage to understand the productive skill and receptive skill
Based on many ways, we can categorize vocabulary into some types As cited in
Judy K Montgomery‟s book, there are two main types of vocabulary: spoken vocabulary (speaking and listening) and written vocabulary (reading and writing) or we can call them as oral and written vocabulary She also said in her study that spoken language forms the basis for written language Each type has a different purpose and, luckily, vocabulary development in one type facilitates growth in another
On how we use them, a rich vocabulary consists of basic vocabulary, high-frequency vocabulary, and subject-related vocabulary A word‟s definition, use, context, and complexity determine its category
Hiebert and Kamil (2005, 3) propose that word has two forms: First, productive vocabulary is the set of words that an individual can use when writing or speaking
They are words that are well-known, familiar, and used frequently Second, receptive or recognition vocabulary is that set of words for which an individual can assign meanings when listening or reading These are words that are often less well known to students and less frequent in use Individuals may be able to assign some sort of meaning to them, even though they may not know the full subtleties of the distinction Typically, these are also words that individuals do not use spontaneously However,
7 when individuals encounter these words, they recognize them, even if imperfectly They also define knowledge of words also comes in at least two forms as follows: a Oral vocabulary: is the set of words for which we know the meanings when we speak or read orally b Print vocabulary: consists of those words for which the meaning is known when we write or read silently
1.1.3 The importance of vocabulary in learning language
“…While without grammar very little can be conveyed, without vocabulary nothing can be conveyed.‟‟-Wilkins (as cited in Akdogan, 2018) As a quote stated by Wilkins above, without grammar a person still can understand a little bit of something; however, without vocabulary a person will not understand anything at all In other words, vocabulary plays an important role in an English language, even vocabulary is assumed as the key all of the English skills It is in line with Alqahtani (2015) who states that being the key language teaching, vocabulary plays an important role in English learning
It is also supported by Richards and Renandya (2002) who state that as a center of language ability, vocabulary presents as a language basic to measure the learners‟ capability in speaking, listening, reading and writing Having good lexical knowledge will contrive students to understand Englisheasily such as being easy to understand a text in reading skill, getting a convenience to comprehend what they hear in listening skill, feelinguntroubled to write something in writing skill, and having an ease to communicate in speaking skill Similarly, Asyiah (2017) in her study states that students will be easy to master all of English skills if they possess an extensive vocabulary Shortly, vocabulary knowledge is the determiner of students‟ success in English learning It implies that having an extensive vocabulary means mastering English language
In addition to the statements above, Graves (2009) states some points about the importance of vocabulary, those are as follows: a Vocabulary knowledge is one of the best indicators of verbal ability b Vocabulary knowledge contributes to young children‟s phonological awareness, which in turn contributes to their word recognition
8 c Vocabulary knowledge in kindergarten and first grade is a significant predictor or reading comprehension in the middle and secondary grades d Vocabulary difficulty strongly influences the readability of text e Teaching vocabulary can improve reading comprehension for both native speakers and English language learners f Learning English vocabulary is one of most crucial tasks for English Language Learners g Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students
All in all , to learn a foreign language, vocabulary acts as small cells that directly support learners to perfect language skills Vocabulary knowledge is a decisive factor for learners' success in language learning
METHODOLOGY
The study would be carried out with justified methods of data collection and analysis in order to maximize its validity and reliability Especially, discussions in detail about the participant, the instrument as well as the procedure of data collection and analysis would be raised in this chapter
The study was carried out in Chu Van An High School – Thanh Hoa province Chu Van An high school is one of the famous school in Thanh Hoa city, which was established on 11-11-1983, and has acquired a reputation for its educational quality Over 35 years of construction and development, up to now, the school has a strong team of teachers with professional and pedagogical skills with 12 excellent English teachers at the provincial level
Nevertheless, the number of students using English fluently is low In order that the students are able to pass the English tests, they have to learn four skills, including listening, speaking, reading and writing well Among those four skills, many students show that they have many troubles Many of them reported that they could not found the suitable way to learn vocabulary so as to writing skill effectively, speaking fluently, reading and listening comprehention Therefore, we need to find the memory strategies to help students improve their vocabulary
40 students in grade 10 at Chu Van An high school were selected to be the subjects of the study Most of them are at the age of 16 and have been learning English for a long time According to what the English teachers in that class said, most of the students are diligent and passionate about learning English However, they are in trouble with learning vocabulary such as forgetting words or feeling fatigued with a tremendous number of vocabulary Therefore, it is reasonable to invite them to take part in my study related to vocabulary improvement Those students belong to 2 different classes 10A7 and 10A4 but they have one thing in common It is they are enthusiastic and volunteer to cooperate with the researcher in conducting the study
The current textbook English 10 composed by Hoang Van Van has been used at upper-secondary schools since 2012 as the official textbook to learn general English for grade 10th students It consists of 10 units and other 4 revisions which are divided into
2 school-terms Each unit has 5 parts: Getting started, Language, Skill (Reading, Speaking, Listening, Writing), Communication and culture, Looking back and project, and each of them have been taught in a period (45 minutes)
In order to get sufficient, reliable and valid data for the study, survey questionnaires, interviews, tests and classroom observations were all utilized
Before the research implementation on the subjects, there were some interview questions (Appendix 3) given to teachers of those classes to better understand the current situation of learning vocabulary and predict the results that will be gained after applying the mind map For example, the teacher's comment on student‟s vocabulary learning in the class (their attitude, their attempt, etc.); whether teachers often remind students to review vocabulary at home, and whether students remember vocabulary well or not after revision by themselves
To gain the data for the research, two questionnaires (before experiment – Appendix 1 and after experiment – Appendix 2) were administered for students in grade 10 th at Chu Van An High School
The survey questionnaire for the students before experiment (Appendix 1) consists of 8 questions Question 1 helped the researcher find out about opinion of students about the importance of vocabulary Question 2 helped the researcher know about the frequency in learning English vocabulary of students Question 3 served the purpose of investigating the ways in learning vocabulary Question 4 offered the investigation on students‟ difficulties in learning vocabulary or what hinder them from learning vocabulary Question 5 was designed to investigate the techniques that students used to learn vocabulary Question 6 was designed to ask whether students know about Mind mapping technique Question 7 was employed to show the benefits of using mind maps
34 to learn vocabulary Question 8 helped researcher find out in which skills that students often use Mind mapping technique to learn vocabulary
The survey questionnaire for the students after experiment (Appendix 2) consists of 7 questions Questions 1 was designed to investigate the students‟ attitude toward learning vocabulary with mind maps Questions 2-3 helped researcher find out the effectiveness of using mind mapping technique in vocabulary teaching and learning Questions 4 showed the challenges faced by the students in learning vocabulary with mind maps Questions 5-7 offered the investigation on students‟ opinions about using mind mapping technique in teaching and learning vocabulary
In the study, tests are very important and necessary to survey the students‟ vocabulary skill Through the tests, the researcher could check vocabulary knowledge of students exactly Vocabulary tests in basic grade 10 th at Chu Van An High School are not organized separately so that the researcher had to check students by a separate vocabulary test
The test was divided into two stages: one test for the students when starting the research (pre-test) and another when finishing the experiment (post-test) The pre-test (Appendix 4) was to evaluate students‟ knowledge about vocabulary at the time of conducting the study The post-test (Appendix 5) helped evaluate the effectiveness after using mind mapping technique in teaching vocabulary to students The pre-test and post-test have the same level The content of two tests involved 3 main topics in grade 10 curriculum programs: Vietnam and international organizations (Unit 7 in English text book), New ways to learn (Unit 8 in English text book) and Preserving the environment (Unit 9 in English text book) The time allowance for each test in this study is 15 minutes The tests consist of three exercises with the total of 10 points With the pre-test, there are 13 questions including in 5 questions filling in the blanks, 3 questions choosing the best answer in each sentence and 5 questions writing the suitable words or phrases under each picture
With in each sentence, 5 questions filling to complete the passage and 5 questions matching the words with its definitions
The result of pre-test and post-test are classified into 4 levels: weak level is less
35 than 5 points, average level from 5 to 6 points, fair level from 7-8 points, good level from 9-10 The pre-test is done on the first week and the post-test is done after sixth week Then, it will be compared between the results of two tests for students
Classroom observation is a method of evaluating and recording specific information about what is going on within a class The author watches and follows all the procedures and activities the teacher and students are performing in the class setting, which enables the researcher to elicit reliable data In other words, it is a means to check the reliability of the data collected for other sources Researcher use observation sheets (Appendix 4) in order to evaluate the lesson by answering these following questions:
1) Does the teacher teach vocabulary in each lesson?
2) What activities does the teacher use to teach vocabulary?
3) How long does teacher teach vocabulary?
5) How many percentages of students involve in the lesson?
6) How effective that type brings?
The study was conducted in 8 weeks The researcher started researching from February 6 th , 2023 to April 2th, 2023 With the permission of Chu Van An High School headmaster, the researcher started organizing the experimental in 8 weeks and the following procedures were followed:
Firstly, the researcher viewed the theoretical background related to the topic: an overview about vocabulary, mind mapping technique and the relationship between them
Secondly, the current situation of learning English vocabulary of grade 10 th students at Chu Van An High School was investigated by using survey questionnaires, interview, observation and pre-test about vocabulary
Next, the data from the questionnaires and pre-test was collected and analyzed
FINDINGS AND DISCUSSION
In this chapter, the researcher is going to analyze the data collected from the survey questionnaire, interview, observation and the pre-test of students in classes 10A7 and 10A4 at Chu Van An High School
3.1.1 Data analysis from survey questionnaire before experiment
3.1.1.1 Current situation of students’ learning vocabulary
Figure 3.1.1: Students’ perception towards the important of vocabulary
The pie chart showed students‟ opinion on the role of vocabulary in learning English vocabulary In general, most students found important to learn vocabulary Specifically, over half (60%) of students admitted that vocabulary was very important in learning English; meanwhile, 27% of respondents appreciated the importance of vocabulary On the contrary, only 10% had normal attitude towards the role of vocabulary in learning a language Only 3% answered that is unimportant to learn vocabulary
3.1.1.2 Students’ frequency of learning vocabulary
Figure 3.1.2: Students’ frequency of learning vocabulary
As you can see from the chart, 44% students often learn vocabulary 31 out of 80
41 students sometimes learn vocabulary accounting for 37%, and 18% of students rarely learn English vocabulary
3.1.1.3 Students’ methods in learning vocabulary
Table 3.1.1: Students’ methods in learning vocabulary
Methods Number of students Percentage (%)
Learning from the root words 26/80 32.5
The data in table 3.1.1 showed that 30% of the students learn vocabulary through synonyms and antonyms, a significant proportion of the students (32.5%) said that they learn vocabulary from the root words while 10.4% of the students revealed that they learn vocabulary from the context clues Besides, another 21.225% of the students learn vocabulary by using other methods
3.1.1.4 Problems the students encountered when learning vocabulary
Table 3.1.2: Problems the students encoutered when learning vocabulary
Problems Number of students Percentage (%)
Do not have suitable methods 35/80 43.75
In this question, we want to clarify the main challenges that students faced in learning vocabulary According to the responses of the participants that presented in Table 3.2, 15% of the students asserted that lack of time to learn vocabulary Whereas, 38.75% of respondents considered that the problem is they have a large number of words to learn However, the main problem is that they do not have siutable methods to learn vocabulary (43.75%) Besides, 2 students with percentage 2.5% encountered some other problems when learning vocabulary
Figure 3.1.3: Students’ techniques used in learning vocabulary
From this question, the author wanted to explore the most technique that students used in learning vocabulary As illustrated in figure 3.3 that nearly half of the participants (40%) using dictionary in learning vocabulary, and 13.75% represent those whose use flash cards Whereas, 9 participants with 11.25% percentage often use mind-maps in order to gain vocabulary and 12.5% number of students apply English apps such as Memrise, Mochi Mochi, Anki, etc in learning vocabulary However, 17.5% of other respondents said that they use other techniques to learn vocabulary
3.1.1.5 Students’ perception in learning vocabulary by using Mind mapping technique
Figure 3.1.4: Students’ perception about Mind mapping technique
As shown in Figure 3.4, the largest majority of the informants (52%) had just known a little bit about Mind mapping technique A quarter of students do not know about this technique On the contrary, 15% of respondents showed that they know quite well, while only 11 students, account for 13%, knew well about Mind mapping technique
Know very wellKnow quite wellKnow a little bitDon't know
Table 3.1.3: Students’ opinions about the benefits of using Mind mapping technique in learning vocabulary
Benefits Number of students Percentage (%)
Remember the words easier and quicker 15/60 25
Be motivated in learning vocabulary 13/60 21.6
Can remember vocabulary items for a long time 25/60 41.6
Can memorize a large number of words at once 7/60 11.8
This section helped to find out students‟ assessment of benefits when using Mind mapping technique in leaning vocabulary from 60 students The top benefits are students can remember vocabulary items for a long time accounted for the highest percentage (41.6%) The other benefits are remembering the words easier and quicker were choosen by 16 students with 25% Whereas, 21.6% of informants who indicated that they were motivated in learning vocabulary with mind-maps Another 11.8% of students thought that mind-maps could help them memorize a large number of words
Figure 3.1.5: Skills that students use Mind mapping technique in learning vocabulary
The pie chart illustrated the skills which students often used Mind mapping technique to learn vocabulary From the chart, it could be seen the largest majority of the respondents (41%) like learning vocabulary with mind-maps through reading skill 8 students accounting for 14% learned vocabulary in listening skill Besides, another 18% used mind-maps to learn vocabulary in speaking skill and over 16 students (27%) learn words through writing skill
Reading skill Listening skill Speaking skill Writing skill
3.1.2 Data analysis from classroom observation
Observing of how vocabulary teaching activities are carried out and what is actually going on in the lesson is really indispensible because it is a technique that can reveal how exciting and active of students, which would have been impossible to dis cover by other means and direct observation may be more reliable
The researcher chooses two classes (10A7, 10A4) with different teachers to observe The researcher would like to observe the activities the teachers used to motivate their students in learning vocabulary The observation was accomplished three times at three different lessons and with different teachers Each lesson lasted 45 minutes While observing, the teacher and the students were performing in the real classroom settings, which enabled the researcher to elicit reliable data The researcher accomplished to observe two classes taught by two teachers with five lessons at Chu Van An High School Firstly, the lesson Getting started – Unit 7: Vietnam and international organizations in class 10A4 Secondly, the lesson Reading – Unit 7: Vietnam and international organizations in class 10A4 Thirdly, the lesson Speaking – Unit 7: Vietnam and international organizations in class 10A7 The next is the lesson 5: Communication & Culture – Unit 7: Vietnam and international organizations and the last one is the lesson 4: Speaking – Unit 10: Nature in danger in class 11A9 During each lesson, she took notes of what she observes carefully in the most detail way
Table 3.1.4: The result of classroom observation
Does the teacher teach vocabulary in each lesson 100 %
Name of activities used to teach vocabulary - Translation
Time From 5 minutes to 7 minutes
Work arrangement Individuals and pairs work
When visiting these classes, she realized that all the teachers tried their best to use different activities to teach vocabulary in order to encourage their students to get as much involved as possible in the lesson such as Translation, Paraphrase or defining,
Pictures, etc All the teachers carry out these activities in from 5 to 7 minutes The lessons are in a relaxing atmosphere so that most students quite interested and focus on the lesson However, some students still make noise in the noise in the class, it affects to the success of the lessons In general, all these lessons are quite successful in spite of some difficulties
After conducting a teacher interview, this is the reality of vocabulary learning of students:
For the first interview question, according to the teacher, students' vocabulary learning in the class is quite good Most students are industrious to write down and learn new words during lessons They show their attempt forward learning vocabulary Besides, for a few students, learning vocabulary is seemingly a duty for them because they do not show much passion for it
For the second one, she is aware of the importance of a rich vocabulary for English development, therefore, she always asks students to review vocabulary at home
For the last question, it is hard for her to claim with the absolute affirmation they are doing well all This depends on each student's memory capability as well as their own endeavor with learning vocabulary at home class, it affects to the success of the lessons In general, all these lessons are quite successful in spite of some difficulties
3.1.4 Data analysis from the result of pre-test
In this part, the researcher pointed out the numbers and percentage of tests in score level according to pre-test In pre-test, teachers applied tradition method in teaching vocabulary The researcher received the results of pre-test following table 3.1.5:
Table 3.1.5: Number of test in score level according to pre-test results
Pre-test results Number of tests Percentage (%)
In figure 3.1.6 will help you understand clearly
Figure 3.1.6: The percentage of score levels according to pre-test results
CONCLUSION
Summary and conclusion
After the process of analyzing the data collected from different instruments and through the discussions of findings, the conclusions of the study can be drawn as follows
Firstly, the major objective of the study was to examine the techniques used in teaching vocabulary and apply Mind mapping technique to teach vocabulary to grade
10 th students at Chu Van An High School All the objectives after keeping the major focus on the study were set as: to review the usual techniques used in teaching new vocabulary; to examine the techniques used in teaching vocabulary; to identify and recommend appropriate Mind mapping techniques in vocabulary teaching The results of classroom observations and interviews of teachers suggested that there are many different techniques such as translation, paraphrase or define, pictures, etc which are commonly used in teaching vocabulary
Secondly, the researcher applied the Mind mapping technique in teaching vocabulary in class 10A7 at Chu Van An High School in the experiment time As also mentioned in literature review, Mind mapping technique is a creative and effective way to learn and memorize new words This application of the mind mapping proved successful when the results were evaluated When the students attempted the post-test after the experiment, a significant difference in the mean was found after the results of the pre-test and post-test were compared It became evident through the improvement in the results of learners that the application of Mind mapping technique in teaching vocabulary
Thirdly, the study also concluded that when mind-maps are applied in teaching vocabulary, it helped students to not only learn new words easier and quicker but also remember them for a long time Besides, most of students felt motivated in learning
56 new words with mind-maps
In conclusion, after applying mind mapping technique in teaching vocabulary, we can see the positive change through the results of pre-test and post-test The average marks at post-test are higher than that at pre-test The number of students got mark at Weak level decreased and the number of learners got marks at Good level was increased after experiment So, it became evident that can be helped the teaching and learning vocabulary after experiment.
Implications
Students emphasize the importance of vocabulary as their major concern So, it should be given more time to teaching vocabulary and students must focus on learning vocabulary and meanwhile, teachers should support them to develop and consolidate it
Teachers should apply Mind mapping technique in teaching vocabulary and assist their students in learning vocabulary This can apply in periods (pre-stage) and optional periods This activity will help students to study better, save time to learn and have interest in learning English, especially in learning vocabulary
Students should pay attention to the teacher‟ explanation about the lesson and participate in the knowledge of learning vocabulary through mind mapping technique, find the extra study actively to support their ability, especially in learning vocabulary Besides, they should Practice their vocabulary in written and oral communication
Limitations of the study
The study, though gain some noticeable results in applying Mind mapping technique to teach vocabulary to students at Chu Van An High School has some limitations as follows:
The time to carry out this paper was limited The study was researched on small population subject (40 students in one class) and period (6 weeks) Therefore, the data collected was not enough to master and all the tests which the researcher designed should be improved in order to more valid and reliable
Suggestion for further research
This study is only applied for class 10A7 at Chu Van An High School Therefore, it hopes to be applied for grade 10 th at Chu Van An High School After being applied for grade 10 th , the researcher wants to be continuously applied for other grades (11 th and 12 th ) In addition, the researcher also hopes to be particularly applied for other high school
Mind map would be investigated with other kinds of participants and with other kinds of English skills such as reading, speaking, writing and listening to discover other benefits of Mind mapping technique
Apart from that, more investigations into students‟ motivations and attitudes towards using Mind mapping technique in learning vocabulary should be made
By doing so, can a clearer, broader and more complete picture about the effectiveness of using Mind mapping technique in teaching vocabulary at school be portrayed
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27 Trianto, M.Pd 2009 Mendesain Model Pembelajaran Inovatif: Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Dasar Pendidikan (KTSP) Jakarta Kencana
28 Wannas, A S et al (2022) Effects of Mind Mapping on Learning ESP vocabulary: A Case Study Insights into Language, Culture and Communication Doi: http://dx.doi.org/10.21622/ILCC.2021.01.1.001
29 Wilkins, D.A (1972) Linguistics in language teaching Cambridge: MIT Press
30 Windura, Sutanto 2008 Mind Map : Langkah Demi Langkah Jakarta: PT Elex Media Komputindo
31 Wright, A (1989) Picture for language learning Cambridge England: University Cambridge
32 Xiaojun Wang, Jiří Dostál (2018) Using a Mind Map to Learn English Vocabulary Association for Computing Machinery 150-153 Doi: https://doi.org/10.1145/3291078.3291121
33 Zimmerman, C.B (2007) “Vocabulary learning methods.” Cambridge Massachusetts: Harvard University Press
1 Bui Ngoc Anh (2020) A study on using mind mapping technique in teaching vocabulary to grade 10th students in at Hung Vuong High Quality School Hung
2 Pham Tri Cuong (2018) Some vocabulary issues and the teaching and learning of vocabulary for students of the staff academy Retrieved from: hcmca.edu.vn
2 Nguyen Thi Hang (2021) Using mind-mapping in learning vocabulary for the 10th form students at a high school in Ninh Binh province HaNoi National University of Education
3 Do Thi Van Trang (2016) Using mind map to improve vocabulary knowledge for the first year English language teaching education students of FLF at HPU2 Hanoi
4 U.M.M (2021) “Using mind map and brainstorm techniques in teaching English vocabulary for students grade 11th”
5 Nguyen Thanh Van (2018) A study on the effective of using mind mapping in teaching and learning vocabulary with 10th grades at Tam Duong High School Hanoi
1 https://dictionary.cambridge.org/dictionary/english/vocabulary
2 https://www.webster-dictionary.org/definition/vocabulary
APPENDIXES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS BEFORE
Thesis‟s name: A study on using mind mapping technique in teaching vocabulary to grade 10th students at Chu Van An High School
This questionnaire was designed to investigate the English vocabulary learning situations It is a solid basis to compare the effective of Mind Mapping techniqes used by different classes and in different contexts, examine learners‟ awareness of the effectiveness of those learning strategies and give implications to English teaching and learning vocabulary at Chu Van An High School Therefore, I hope that you take some time to answer the questions below in a most honest way All information provided by you is kept completely confidential and only used for research purposes Your help will help me complete my graduation Thanks for your co-operation!
School: Chu Van An High School
Put an X in the box to give your opinion:
1 Do you think Vocabulary is important?
2 How often do you learn English vocabulary?
3 How do you learn Vocabulary?
Learning from the root words
4 What problem(s) do you face in learning Vocabulary?
Do not have suitable methods
5 Which techniques do you usually use to learn vocabulary?
6 Do you know about Mind mapping techniques?
Only answer these questions (Question 7 & Question 8) if you choose “know” in Question 6
7 What are the benefits of using mind maps to learn Vocabulary?
Remember the words easier and quicker
Be motivated in learning vocabulary
Can remember vocabulary items for a long time
Can memorize a large number of words at once
8 You often use Mind mapping technique to learn vocabulary through:
APPENDIX 2: SURVEY QUESTIONNAIRE FOR STUDENTS AFTER
Your answers and the information you provide in the questionare will remain confidential and serves the research purpose only Thank you very much for your time and support!
Put an X in the box to give your opinion:
1 How interested are you in learning vocabulary with mind maps?
2 What do you think about using mind maps in learning vocabulary?
3 After learning vocabulary with mind maps, you are able to:
Remember words better and more easily
Use them to communicate effectively
4 What are your difficulties in learning vocabulary in learning vocabulary with mind maps?
Waste much time to design a mind map
Difficult to put the word in a semantic field
Don‟t know how to design a mind map
5 Do you think that the use of mind maps will improve your vocabulary?
6 Do you like using mind maps in learning and teaching vocabulary?
7 Teaching vocabulary with mind maps can be useful for English learners
APPENDIX 3: INTERVIEW QUESTIONS FOR TEACHERS
II Reality of learning English vocabulary in classes
1 What do you think about students' vocabulary learning in the class? (their attitude, their attempts, etc.)
2 Do you often remind students to review vocabulary at home?
3 Do your students remember vocabulary well in the next lessons after reviewing at home?
Thank you for your response to these questions!
Do the teacher teach the vocabulary in each lesson?
Name of activities used to teach vocabulary
APPENDIX 5: VOCABULARY TEST 1 (PRE-TEST)
I Fill the suitable words in each blank (5 points) water pollution deforestation greenhouse effect noise pollution soil pollution
1 ……… can increase heart rate and damage hearing
2 The long-term effects of are contaminated vegetation and decrease of soil ferility
3 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
4 Dumping pollutants such as detergents, pesticides, oil, and other chemicals in rivers which can cause
5 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)
1 A ……… is a kind of mobile computer that can be used to take notes with a normal pen on a touch screen
2 Laptops, tablets and smartphones are modern that have changed the way we learn
3 Smartphone is a device because you can carry easily and study anywhere
III Write the siutable words or phrases under each picture (2 points) a)……… b) ……… c) ……… d) ……… e)………
Thank you for your kind cooperation!
APPENDIX 6: VOCABULARY TEST 2 (POST-TEST)
I Choose the best answers in each sentences (3 points)
1 Using a lot of fertilizers can reduce soil…………
2 ……… can increase heart rate and damge hearing
A Air pollution B Noise pollution C Water pollution D Soil pollution
3 Using an as laptop can help students learn English effectively
A Electronic device B tablet C smartphone D computer
4 A is a mobile computer that is also useful for language learning
5 You can be very easily download digital classes into your personal ………….devices
II Fill the blanks with the words in the box to complete the passage (5 points) vegetation environmental pollution air pollution pollutants health problem
……… is one of the impacts of human activities on the Earth There are 4 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)
1 disability a all the plants and animals in an area and the way they affect each other and the environment
2 biodiversity b an illness, injury, or condition that makes it difficult for someone to do some things that other people do, and that is usually permanent or lasts for a long time
3 look down on somebody c to give your time to something and make progress with it
4 disability d f the variety of plants and animals in a particular area
5 get on well with somebody e disrespect
Thank you for your kind cooperation! pP XI
APPENDIX 7 LESSON PLAN OF UNIT 7: VIET NAM & INTERNATIONAL ORGANIZATION ( Language ) LESSON PLAN – PERIOD: 65
Week 24 – Date: 20/2/2023 Time: 45 minutes Unit 7: VIETNAM & INTERNATIONAL ORGANIZATION Lesson 3: Language Student’s level: 10th grader (CEFR: B1, B2) Class: 10A7
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
II.Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre -reading stage
Stages/Time Teacher’s activities Students’ activities
- Teacher leads in the topic of the lesson
- Give students some new words by showing mind map
- Have Ss read the new words (choral and individuals)
- Ask Ss to look at the mind map and memorize the words then complete the other mind map with these words they have learned
- Listen to the teacher and take note new words
- Memorize and complete the mind map
APPENDIX 8 LESSON PLAN OF UNIT 7: VIET NAM & INTERNATIONAL ORGANIZATIONS ( Reading ) LESSON PLAN – PERIOD: 66
Student’s level: 10th grader (CEFR: B1, B2) Lesson 3: Reading (p 86) Teacher: Hoang Thi Dieu Class: 10A7
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
II Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre -reading stage
Stages/Time Teacher’s activities Students’ activities
- Teacher leads in the topic of the lesson
- Give students some new words by showing mind map
- Listen to the teacher and take note new words
- Memorize and complete the mind map
- Have Ss read the new words (choral and individuals)
- Ask Ss to look at the mind map and memorize the words then complete the other mind map with these words they have learned
LESSON PLAN OF UNIT 8: NEW WAYS TO LEARN (Language) LESSON PLAN – PERIOD: 72
Week 25 – Date: 27/2/2023 Time: 45 minutes Unit 8: NEW WAYS TO LEARN Lesson 2: Language Student’s level: 10th grader (CEFR: B1, B2) Class: 10A7
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
II.Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt III.Teaching aids
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre- stage
Stage/Time Teacher’s activities Students’ activities
** T asks Ss to write down the names of 10 items related to online learning
*** Ss work in 4 groups, discuss and take notes of the name of 10 items as quickly as possible, then take turns to write the words/ phrases on the board
**** T checks if the words are suitable and corrects if Ss spell or pronounce the words/ phrases incorrectly
Suggested answers: laptop, smartphone, headphones, tablet, touch pen, earphones, microphone, webcam, Internet, wifi
- Teacher shows some pictures of classes
- Lead in the topic of the lesson
- Give students some new words by showing mind map
- Look at these pictures and say the name of the devices
- Listen to the teacher and take note new words
- Ask Ss to look at the mind map and memorize the words related to ways of learning
- Give Ss some more word of other topic and ask them to identify it.
- Memorize and identify these words
APPENDIX 10 LESSON PLAN OF UNIT 8: NEW WAYS TO LEARN (Reading) LESSON PLAN – PERIOD: 73
Week 26 – Date: 6/3/2023 Time: 45 minutes Unit 8: NEW WAYS TO LEARN Lesson 3: Reading Student’s level: 10th grader (CEFR: B1, B2) Class: 10A7
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
I Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre-reading stage
Stage/Time Teacher’s activities Students’ activities
- Lead in the topic of the lesson
- Give students some new words by showing mind map
- Ask Ss to look at the mind map and memorize the words related to electronic devices
- Divide class into 3 groups and ask them to put the suitable words in the corrected picture
- Listen to the teacher and take note new words
- Memorize and work in groups, put the words in the corrected pictures
APPENDIX 11 LESSON PLAN OF UNIT 8: NEW WAYS TO LEARN (Speaking) LESSON PLAN – PERIOD: 74
Week 26 – Date: 9/3/2023 Time: 45 minutes UNIT 8: NEW WAYS TO LEARN Lesson 4: Speaking Student’s level: 10th grader (CEFR: B1, B2) Class: 10A7
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
II.Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre -speaking stage
Stage/Time Teacher’s activities Students’ activities
*T asks Ss to guess the name of each device in each puzzle and guess the key picture behind after each puzzle is opened
Picture 1: earphones Picture 2: headset Picture 3: laptop Picture 4: wifi router Picture 5: Zoom Key picture: Online learning
- Look at these pictures and say the name of the devices
- Listen to the teacher and take note new words
T leads into the topic of today lesson: Online learning
Suggested answers: laptop, smartphone, headphones, tablet, touch pen, earphones, microphone, webcam, Internet, wifi
- Lead in the topic of the lesson
- Give students some new words by showing mind map
- Ask Ss to look at the mind map and memorize the words related to online learning
- Divide class into 3 groups and ask them to put the suitable words in the corrected picture and give feedback
- Memorize and work in groups, put the words in the corrected pictures
APPENDIX 12 LESSON PLAN OF UNIT 9: PRESERVING THE ENVIRONMENT ( Language ) Reading LESSON PLAN – PERIOD: 82
UNIT 9: PRESERVING THE ENVIRONMENT Lesson 2: Language
Student’s level: 10th grader (CEFR: B1, B2) Class: 10A7
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
II.Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre -speaking stage
Stage/Time Teacher’s activities Students’ activities
- Teacher leads in the topic of the lesson
- Give students some new words by showing mind map
- Ask students to look at the mind map and classify the meanings of these pictures
- Remove the mind map Divide the class into 2 teams and have them complete an uncompleted mind map Which team is quicker will be the winner
- Ask students read all the new words (in choral and individual)
- Listen to the teacher and take note new words
-Memorize and complete the mind map
APPENDIX 13 LESSON PLAN OF UNIT 9: PRESERVING THE ENVIRONMENT ( Reading ) LESSON PLAN – PERIOD: 83
Week 27 – Date: 20/3/2023 Time: 45 minutes UNIT 9: PRESERVING THE ENVIRONMENT Lesson 3: Reading Student’s level: 10th grader (CEFR: B1, B2) Class: 10A7
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
II.Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt III.Teaching aids
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre -speaking stage
Stage/Time Teacher’s activities Students’ activities
- Teacher shows some pictures of types of environmental problems
- Lead in the topic of the lesson
- Give students some new words in a sample mind map
- Ask students to look at the mind map and classify the effects of environment pollutions
- Remove the mind map Divide the class into 2 teams and have them complete an uncompleted mind map Which team is quicker will be the winner
- Ask students read all the new words (in choral and individual)
- Look at these pictures and guess the name of the types of environmental problems
- Listen to the eacher and take note new words
- Look at the mind map, remember and complete it
APPENDIX 14 LESSON PLAN OF UNIT 9: PRESERVING THE ENVIRONMENT ( Speaking ) LESSON PLAN – PERIOD: 84
Week 28 – Date: 20/3/2023 Time: 45 minutes UNIT 9: PRESERVING THE ENVIRONMENT Lesson 5: Speaking Student’s level: 10th grader (CEFR: B1, B2) Class: 10A7
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
II.Attitude: Students are interested in the lesson and have the positive attitude to the knowledge they have learnt III.Teaching aids
- Textbook, reference book, blackboard, projector
- Students may have difficulties in guessing new words
Class Date of teaching Attendence
With this lesson, the author applied Mind mapping technique in teaching vocabulary at pre -speaking stage
Stage/Time Teacher’s activities Students’activities
- Teacher shows some pictures of types of solutions to environmental problems
- Lead in the topic of the lesson
- Give students some new words in a sample mind map
- Look at these pictures and guess the name of the types of environmental problems
- Listen to the eacher and take note new words
- Look at the mind map, remember and complete it