This study was conducted to seek solutions to improve reading comprehension for english major freshmen through the use of mind mapping technique in reading lessons

Fitri Aprilia2019 found out that the process of teaching and learning with the help of mind mapping technique not only enhanced the students‟ reading comprehension but also built up thei

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Rationale of the study

There are four language skills They are reading, listening, speaking, and writing Reading is interrelated with the total educational process so that educational success requires successful reading Experience has taught us that those who fail in school usually have failed first in reading, so reading is very important in teaching and learning process

To succeed the learning process in order to help the learners master reading, one of the determining factors to consider is the teaching and learning technique Among the various techniques proposed to achieve this, is mind-mapping (Rizqiya 2013).The potential of mind mapping to involve the combination images, colors, and visual spatial arrangement for expressing related ideas and complex problems in a simple way(Marguiles, 1991) makes it a powerful tool for learning According to Buzan

(2010), mind mapping is a radiant, hierarchical thinking technique which allows for greater creativity when recording ideas and information, as well as allowing the notes- taker to associate words with visual representations Various recent studies (Asmiaty, 2001; Moi & Lian, (2007; Bekti, 2009) revealed that mind mapping is not only appropriate but also helpful in improving students reading comprehension because it helps the students easier to understanding texts and make them more creative and imaginative in drawing pictures and symbols and enabled them to see the relationship of the content visually and search for keywords in an answer to question

There have been several specific researches on improving students‟ reading comprehension through mind mapping technique Fitri Aprilia(2019) found out that the process of teaching and learning with the help of mind mapping technique not only enhanced the students‟ reading comprehension but also built up their interest, enthusiasm, and motivation towards learning English Riska Dwi Cahyani(2012) emphasized that the students could easily identify the implicit and explicit details of the text They could also determine the meaning of new words and the main idea of the texts through the use of mind mapping technique Moreover, Kaufman(2017) argued that mind mapping is a useful technique in reading comprehension since it allows students to glance all their notes, then easily add more details in the appropriate branches or make relations between ideas

Mind maps have several benefits which can help students in comprehending and retaining the information they read Specifically:

• A mind map could help learners organize their thoughts It makes a complex reading passage more transparent and this will help learners remember the detailed information of the reading text much more easily

• A mind map provides a simple overview of a reading passage It allows learners to see an overall picture, identify associations and discover the logical order between individual details

• A mind map enhances memory through employing several mental triggers such as images and colors As a mind map promote the use of keywords instead of whole sentences, learners can remember main ideas and concepts easily and quickly

Although using mind maps as a tool to improve English reading comprehension has been widely applied all over the world and showed many positive advantages, this method is still relatively new and less popular at universities in Vietnam Working with English major freshmen at Hong Duc university(HDU), we can see that the students have some problems in reading comprehension For example, they cannot get essential information to do the tasks after reading the text Although the students sometimes know the meaning of almost all the words, they have difficulties in summing up the main contents of the reading texts as well as the details in each paragraph Therefore, this study was conducted to seek solutions to improve reading comprehension for English major freshmen through the use of mind-mapping technique in reading lessons The specific objectives are to identify the key concepts of mind-mapping technique, investigate the impacts of mind maps on the students‟ reading comprehension, and possible solutions to enhance the effectiveness of using mind-mapping technique in reading lessons.

Aims and objectives of the study

This research is an attempt to examine a group of English-major freshmen‟s ability at HDU in using mind maps and its effects on their reading comprehension skills What is more, to ensure the quality of the results collected from the test of reading comprehension ability, the current study endeavours to explore the writing teachers‟ opinions on their students‟ ability in using mind maps to enhance their reading comprehension tests To achieve the above aims, the present study attempts to gain the following objectives:

− To investigate the issues that English major freshmen at HDU have in reading comprehension skills

− To examine the effects of using mind maps in reading comprehension skills of English major freshmen at HDU

From the two given aims, we proposed three research questions as follows:

− What is the current situation of learning reading comprehension skills of first- year English-major students at Hong Duc University?

− How effective is the application of mind maps designed according to each topic of the "Achievers A2" textbook in developing the reading comprehension ability of first-year English - major students?

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 HDU and in a micro field Specifically, the study is conducted with the contribution of 60 English - major freshmen at HDU

Semester 1 of the academic year 2021-2022, first-year language major students at Hong Duc University can study English module 1 (3 credits) according to the curriculum "Achievers A2, Active Skills for Reading/INTRO and Effective Academic Writing1" However, in this study, the researcher only focused on Achievers A2 The textbook “Achievers A2” is published by Richmond publishing company and co- written by authors Martyn Hobbs and Julia Starr-Keddle Including 12 reading comprehension texts, the reading comprehension passages in the book are divided into different topics and types Besides, each type of lesson also comes with tips for self- study With this book, readers can not only improve their reading skills, but also expand their vocabulary focusing on the Cambridge and TOEFL exams and speaking skills.

Methods of the study

The researcher applied the following research methods:

- Theoretical research methods: Statistics, analysis, synthesis, comparison and contrast of theoretical issues related to the use of mind maps in learning reading comprehension skills

- Statistical method: Using survey form to investigate the current situation of reading comprehension of English – major freshmen at HDU After conducting an experiment to get students' opinions on the effectiveness of using mind maps according to each topic of the "Achievers A2" textbook

- Experimental method: Conduct using mind maps experimrnt according to each topic of the textbook "Achievers A2" for English- major freshmen at HDU.

Design of the study

The study includes three main parts:

 Part I: Introduction In this part, readers will get overall information about the thesis including the rationale, aims, the scope and the method of the study In addition, the researcher also presents the design of the study

 Part II: Development – the pivotal core of the study It is divided into 3 sub- chapters:

 Chapter 1 reviews background knowledge about reading comprehension and mind maps In addition, this chapter reviews related studies about conducted by some famous scholars in the research fields

 Chapter 2 shows detail about the study It includes the context of the study, the research methods, the participants and the findings of the study attached with recommendations about students‟ status

 Chapter 3 From the findings and the results the researcher collected, analyzed the effects of using mind maps to enhance reading comprehension for English major freshmen in HDU

 Part III: In conclusion In this part, the researcher summarizes the main content of the thesis, besides he indicates limitations as well as suggestions for further study will be given.

LITERATURE REVIEW

Reading skill

Reading has a multi-faced impact on our life.People have demand for reading to expand their knowledge.Through reading textbooks,magazines,newspaper, people can discover what happens around the world.Today,when people have to update new mass information all over the world,reading becomes more and more important.However,there are different point of view on the reading definition

According to Siberstein(1993): Reading is complex information processing skill in which reader interact with the text to create the meaningful discourse.In general term,reading is defined as “reading is an active,fluent process which involves the reader and reading materials in builiding meaning.Meaning does not reside on the printed pages,nor is it in the reader ”Anderson(1999).This definition of reading has been generally shared by other researchers deviring from those opinions,reading is considered as a process in which a reader looks at and understands what has been written out

Grabe(2002) states that reading is the ability to draw meaning from the printed page and interpret this information appropriately

McLaughin as cited by Barbara Hawkins(1991) points out that reading is the most complex and difficult skills than others that the child must acquire in school In addition, based on Goodman, reading is a selective process which involves partial use of available minimal language cues selected from perceptual input on the basis of the reader‟s expectation As this partial information is processed, tentative decisions are made to be confirmed, rejected or refined as reading progresses

Reading in language learning hold an important role In English language learning, mainly in secondary school, reading is one of the four language skills Students must learn it Although reading is only about 25% of the entire portion for the four skills (listening, speaking, reading, and writing), people who are learning a new language need to learn reading more Mikulecky(2004) states several reasons why reading is important: Reading helps us learn to think in the new language, reading helps us build a better vocabulary, makes us more comfortable with written English

We can write better English if you feel comfortable with the language Reading may be the only way for us to use English if we live in non English speaking country Reading can help if we plan to study in an English speaking country

1.1.2.The importance of reading skill in learning English

Dr Suess (2021)claimed that The more you read, the more things you know The more that you learn, the more places you‟ll go.” And it‟s 100% accurate The importance of reading skills cannot be stressed enough As a teacher, I often find that when I express my concern about a child‟s reading ability and comprehension to parents, particularly at around the age of 10, parents are quite taken aback and I‟m greeted with “but they‟re so young, give them a chance.” When a teacher shows concern in this area, it is with due cause Reading is fundamental in helping us find and convey information It‟s an essential skill that‟s developed at a very young age Here‟s why reading is beneficial to all of us, and how the importance of reading comprehension is essential to understanding the world around us

According to the article “Importance of reading Why reading is such an important English language skill ?” from John Bostocks(2020), Reading English is an important part of language learning because it helps you develop other related skills like grammar, vocabulary, and writing Reading allows language learners to explore topics that they love and stories that engage them:

From my point of view, I love reading philosophy especially metaphysics, which is, is a branch of philosophy that looks at the nature of reality: is the world ”‟given” or objective or is it something we construct using our minds? But of course, you can read about any topic in English You can read about things that interest you or are meaningful for you in some way given your life experiences An example could be regarding human psychology: how do you feel about yourself and whether you have good self-esteem or not? Do you think well of yourself, are you happy with what you have achieved in your life and are you satisfied with the way you look? Can you tell someone in English how you feel internally so that you can make real connections with people? These sorts of questions will engage the person or people with whom you are having a conversation

Humans are complex beings We have different facets to our existence: we have careers, partners and friends as well as distant acquaintances We also differ regarding language, culture and belief But in general, I think we desire certain things like acceptance and connection, and if you start to read more widely, your ability to make connections and meaningful contacts with people will improve: you will feel more confident when you try to speak English Reading opens up so many doors for communication and contact

+ Explore the beauty of language

There are many genres of a novel in the English language like romance, science fiction/fantasy and thrillers for example My preference is for fantasy novels Perhaps, it is my deep love for the Harry Potter series, but fantasy novels excite and interest me so much A good fantasy novel opens up your mind to a different world You realize that the world we live in could be very different from the way it: it is indeed possible that witches and wizards could exist Of course, they don‟t actually exist But they could This should tell us something about our world; that is to say, many things could be different We must not fall into the trap of thinking that the world must be the way it is lest we become dogmatic about certain ideas By reading fantasy fiction, you start to see the world differently, and in my opinion, you become more open-minded and open to new experiences I recommend one fantasy series that I have found to be most entertaining It is a series of fantasy novels written by a novelist called Robin Hobb They are very well written and constructed stories that will keep your interest as you read

The next question I wish to explore involves what sorts of English fiction you should consider reading There is a whole world of literature available in English as almost all of the most translated books in the world have English versions Choosing the best book for you can be broken down into two elements: you should try to estimate your overall English ability before you start reading and also what sorts of novels you like to read If you are a beginner, you should consider reading picture books If you are an intermediate English student, you should read short stories and relatively short novels that are about subjects that interest you And finally, if you are at an advanced level you should read Shakespeare (I personally love Julius Caesar and Hamlet because of my interest in Roman history and my love for drama and suspense) and the classics of English literature like ”Great Expectations” by Charles Dickens or

”Wuthering Heights” by Emily Bronte

For general, reading comprehension is, in its most obvious sense, the ability to understand information in a text and interpret it appropriately Reading comprehension refers to reading with understanding Understanding written texts means of extracting information from it as efficient as possible Reading is also defined as the process of understanding meaning from a piece of text

Understanding the message that the authors want to covey is very important Therefore,reading comprehension plays an important role in teaching and learning language reading skill.Methologists have been provide different definitions of reading comprehension.According to Smith(1975):“comprehension as aprocess by which someone links what he knows about the world to what he already has as in formation (intensive) and ( expectations) in his head thus,comprehending is sthe state of being out of confusion and puzzling to set things clear with no misunderstanding ”.Also concerning the reading comprehension

Grellet(1981) argued that “reading comprehension or understanding a Written text means extracting the required information from it as efficiency as possoble‟‟.The researchers means reading comprehension is an activity which aims at decoding the meaning or word combination in the text in the most efficiency way.From these opinion ,it can be concluded that reading comprehension is a Process of understanding what is conveyed in the text It does not mean that the reader need to understand every single word in the text but activity work in the text and extract the required information efficiently

According to the definition of Kimberly(2015), comprehension is the process by which information from the text and the knowledge possessed by the actions of the reader together to construct meaning, including the ability to decode printed text, recognize and understand words Word recognition is a foundation of reading

Mind Mapping

Mind mapping techniques refers to teaching technique using mind mapping as a tool to represent students‟ understanding by using words, picture with color and symbols in a hierarchical or tree branch format

To explore the effective technique for teaching reading comprehension ,this study adopted mind mapping technique (1970) developed by Tony Buzan as a tool to represent the students‟ understanding Mind mapping is a graphical method of taking note by using words ,pictures with color, and symbols which take a hierarchical or tree branch format with idea branching into their subsections.It can help poor readers to read more effectively because the format can show the relative importance of individual points and and the way in which facts relate to one another as shown below :Mind map is a tool for enhancing learning and thinking It provides a structure to reveal various aspects of a story such as the sequence of events ,the key points ,the cause and effects ,the relation of ideas and so on.Students can use mind maps for revising and classifying thoughts so as to get the deep meaning of a story

Your brain is a super bi-o computer that dwarfs any machine on the market If you understand how it works and how to work with it, you can employ and enjoy astonishing powers of learning, memory, concentration, and creativity in planning and structuring thought on at levels This chapter would provide a comprehensive operating manual for all who want to use their brains to their fullest potential That is called Mind Mapping, so what is it?

Different scholars have different definitions From encyclopedia website, wikipedia.org, a Mind Map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radically around a central key word or idea Mind Maps are used to generate, visualize, structure, and classify ideas and as an aid in study, organization, problem-solving, decision making and writing

This is a simple explanation which does not cover the detail of word Therefore, to understand more about the meaning of this word, we should see the explanation of Mind Mapping‟s Buzan, the memory expert

According to Buzan and Buzan (1996) in “The mind map book”, Mind Mapping is defined that The Mind Map is an expression of Radiant Thinking and is, therefore, a natural function of the human mind It is a powerful graphic technique which provides a universal key to unlocking the potential of the brain The mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance

Mind Maps may be enhanced and enriched with color, pictures, codes and dimension to add interest, beauty and individuality These in turn aid creativity, memory and specially the recall of information

Mind Maps help you to make a distinction between your mental storage capacity, which your Mind Map will help you demonstrate, and your mental storage efficiency, which your Mind Map will help you achieve Storing data efficiently multiplies your capacity It is like the difference between a well-packed or badly warehouse, or a library with or without an ordering system

Image1.1:Example of mind map

According to Buzan and Buzan(1996) in “The mind map book”, the Mind Map has four essential characteristics:

 The subject of attention is crystallized in a central image

 The central themes of the subjects radiate from the central image as branches

 Branches comprise a key image or key word printed on an associated line Topics of lesser importance are also represented as branches attached to higher level branches

 The branches form a connected nodal structure

1.2.3.The birth of Mind Mapping

Mind maps (or similar concepts) have been used for centuries in learning, brainstorming, memory, visual thinking, and problem solving by educators, engineers, psychologists, and others Some of the earliest examples of mind maps were developed by Porphyry of Tyros, a noted thinker of the 3rd century, as he graphically visualized the concept categories of Aristotle Philosopher Lull (1235 - 1315) also used mind maps

The semantic network was developed in the late 1950s as a theory to understand human learning and developed into mind maps by Collins and Ross Quillian during the early 1960s Due to his commitment and published research, and his work with learning, creativity, and graphical thinking, Collins can be considered the father of the modern mind map

British popular psychology author Buzan claims to have invented modern mind mapping How did Buzan invent Mind Mapping?

In Buzan‟s second year at university, he strode purposefully into library, and asked the librarian where he could find a book on his brain and how to use it She immediately directed him to the medical section of the library He left the library in astonishment

When he explained that he did not wish to operate on his brain, but to use it, he was politely informed that there were no such books

As he walked away from the library that day, he realized that the „problem‟ of not being able to find the books he needs was actually a blessing in disguise For if such books were not available, and then he had happened upon virgin territory of the most staggering importance

He began to study area of knowledge he felt would help shed light on the basic questions:

 How does he learn how to learn?

 What is the nature of his thinking?

 What are the best techniques of memorizing?

 What are the best techniques for creative thinking?

 What are the best current techniques for reading?

 What are the best current techniques for thinking in general?

 Is there a possibility of developing new thinking techniques or one master technique?

As a consequence of these questions, he began to study psychology, the neuro- physiology of the brain, semantics, neuro-linguistics, information theory, memory and mnemonic techniques, perception, creative thinking and the general sciences Gradually he realized that the human brain functioned more effectively if its various physical aspects and intellectual skills were allowed to work harmoniously with each other, rather than being divided

The tiniest things produced the most significant and satisfying results For example, simply combining the two cortical skills of words and colours trans- improved his note-taking The simple addition of two colours to his notes improved his memory of those notes by more than 100 per cent, and perhaps even more importantly, made him begin to enjoy what he was doing

By the early 1970s artificial intelligence had arrived and he could buy a megabyte computer and with that computer he could receive a 1,000-page operating manual Yet, in our supposedly advanced stage of civilization, human was all coming into the world with the most astoundingly complex bio-computer, quadrillions of times more powerful than any known computer, and where were our operating manuals?

How to Create Mind Mapping

1.3.1 Steps to Create Mind Mapping

There are many ways to create Mind Mapping The steps below are based on Buzan‟s structure

 Step one: the subject of attention

The subject of attention is central to the Mind Map Use an all-encompassing term, area of work or concept rather than one that is too narrow or specific It is best to use some kind of picture to help do recall of information

 Step two: Basic ordering ideas (main branches)

Surrounding the subject of attention are the basic ordering ideas (main braches) They are the key concepts or terms within which a host of other concepts can be organized

Do not use phrases: use single descriptive words (where possible)

The basic ordering ideas should extend far enough from your central image to avoid over-crowding the page and confusing information Ideally, picture should be used to represent themes and concepts It helps if the braches are different colours or shapes

 Labelled memorably and clearly, preferably in colour( not shown in this example)

You should include as many aids to recall, such as picture and key words as you can

 Step three: the branches ( sub-branches)

The branches are categories within the basic ordering ideas They will contain subordinate sub-categories.They should be coloured You may find it helpful to use different shades of the colour used for the main branches

Continue to label in bold, colourful lettering

Continue using simple images to represent concepts and to make sense of your Mind Map

Your completed Mind Map should be:

 Inclusive of interrelationships between topics

1.3.2 The Three A‟s of Mind Mapping

In many ancient Eastern cultures, master teacher traditionally gave new students only three basic instructions: “obey”, “cooperate”, and “diverge” Each of these instructions characterized a specific learning stage

The Mind Mapping equivalents of these three instructions are the three „A‟s:

 Accept: means that, in the first stage, you should set aside any pre-conceptions you may have about your mental limitations, and follow the Mind Mapping laws exactly, imitating the models given as precisely as you can

 Apply: is the second stage, when you have completed the basic training At this point, you create a minimum of 100 Mind Maps to develop your personal Mind Mapping style Mind maps should be used for all aspects of your note-taking and note- making until you feel them to be an entirely natural way of organizing your thoughts

 Adapt: refers to the ongoing development of your Mind Mapping skills Having practiced several hundred Mind Maps, this is the time to experiment and develop your Mind Mapping style further

The Mind Mapping laws are intended to increase, rather than restrict, your mental freedom It is important not to confuse order with rigidity or freedom The Mind Map laws will help you do exactly this They are divided into 2 groups: the laws of technique and the laws of layout

Emphasis is one of the major in improving and creating The laws below are able to help you to achieve maximum and appropriate emphasis in your Mind Mapping

 Always use the central images: An image is attractive on many levels It attracts you, it pleases you and it draws your attention to itself

 Use images throughout your Mind Mapping: Using images whenever possible helps you to improve your visual perception

 Use three or more colours per central image: Colours stimulate memory and creativity They add life to your images and make it more attractive

 Use dimensions in both images and words: Dimension makes things “stand out”, and whatever stands out is more easily remembered and communicated

 Use physical senses: Physical senses add elements of sight, touch, hearing, smell, taste, movement

Use variations of size of printing, line and image: Variation in size is the best way of indicating the relative importance of items hierarchy Expanded size adds emphasis, thereby increasing the probability of recall

 Use organized spacing: Organized spacing increases the clarity of the image

 Use appropriate spacing: Leaving the right amount of space around each item gives your Mind Mapping order and structure

Association is the other major factor in improving memory and creativity Having established your central image and your Basic Ordering Ideas, the power of association can take your brain into the depths of any subject

 Use arrows when you want to make connections within and across the branch pattern: Arrows guide your eyes to connect one part of a Mind Map with another They

1 can be straight, curved, single or many- headed They also give spatial direction to your thoughts

 Use colours: Choosing specific colours for coding purposes or for specific areas of your Mind Map will give you faster access to the information, will improve your memory of the information and will increase the number and range of your creative ideas

 Use codes: Colour codes and symbols can be used to help the brain access information more quickly and clearly, by making connections between various parts of the map Codes could include circles, dots, crosses, underlinings or triangles

Obscurity of phrase or writing will hinder the associative process

 Use only one key word per line: Each individual word has thousands of possible associations Placing one per line gives you associational freedom, like giving a limb extra joints Important phrases are not lost

 Print all words: This encourages brevity, and because their shape is more defined, it allows better association

 Print key words on lines: The line gives structure and organization

 Make line length equal to word length: This laws makes it easier to place words near each other, this facilitating association In addition, the space saved enables you to include more information in your Mind Map

 Make major branches (basic ordering ideas) connect to the central concept/image: This encourages the brain to connect your thoughts Thicker line signal relative importance

 Make boundaries around each branch line: This can assist the memory of those associated ideas These shapes can themselves become pictures, and have mnemonic qualities

 Place paper horizontally in front of you: Landscape is rather than portrait It is easier to read and give more freedom to draw Use upright printing so it is easy to read

 Make your image as clear as possible: This encourages clarity of thought

This technique is based on Buzan‟s attitude(1970):

 Use hierarchy: Use the hierarchy and categorization in the form of Basic Ordering Idea enormously enhances the power of your brain

 Use numerical order: If your Mind Map is the basis for a specific task, such as a speech, an essay or an examination answer, you will want to communicate your thoughts in a specific order, whether chronological or in order of importance

The Application of Mind Mapping in reading comprehension

1.4.1 The Application of Mind Mapping in teaching foreign language

Teaching is arguably one of the most important professions in our society because teachers are responsible for that most treasured of all resources Using Mind Mapping in the lesson is very useful The teacher can use Mind Maps in a number of practical ways to make teaching and learning easier and more enjoyable

The teacher can apply Mind Mapping in his (or her) teaching through many ways

The most useful way to use Mind Maps is as lecture notes Preparing a lecture in Mind Map form is much faster than writing it out and has the big advantage of allowing the lecturer and the student to keep an overview of the whole subject at all times A Mind Mapped lecture is easy to update from year to year without becoming messy and its mnemonic qualities mean that a brief overview before the lecture quickly brings the topic right back into focus Because the lecture‟s own knowledge will evolve the same Mind Map will trigger quite different lectures if used from year to year This avoids the tedium of stale lecture notes without requiring any extra work

It makes lecturing more fun and more interesting for both the lecture and the students

If Mind Mapping is used as framework for lecturing, it enables the speaker to hold a perfect balance between a spontaneously spoken and fresh talk, on the one hand, and a clear and well-structured presentation on the other It allows accurate time- keeping during the lecture or if the allowed time changes for some reason, it allows the speaker edit to adjust the talk to a greater or lesser length as required This editing function can also be very useful if some new information becomes available just before the lecture

The Mind Map can be used to give the teacher an overview of the whole year‟s study programme, showing the term divisions and the type of lessons to be year‟s study programme, showing the term divisions and the type of lessons to be given

For example 1: This Mind Map is a plan for an English lesson in 2007 Used by the teacher, it organizes the order of events for the lesson, lists the equipment required and highlights the objectives of the lesson The class "Argumentative Debate" brainstorm results are below

Example 1 (Source: http://www.novamind.com)

For example 2: This Mind Map is a language lesson for a group of non-native

English-speakers by the teacher, Charles La Fond

Example 2 (Source: http://www.mindmapbook.com)

1.4.2 The Application of Mind Mapping in teaching reading comprehension

Casco (2009) states that MM was first applied to foreign language teaching in the 1990s as an aid to activate prior knowledge on a certain topic and help learners to organize and recall items of vocabulary When being used to activate prior knowledge, the teacher asks learners what they know about a certain topic and the learners brainstorm associations which the teacher writes on the board creating a collective map When being used for vocabulary acquisition, teachers first ask learners to brainstorm items of vocabulary associated with a certain topic and then learners are asked to create their own maps instead of the more traditional approach of creating glossaries with new vocabulary

A Mind Map consists of picture, symbol, color that will not only help the students to understand the meanings of vocabulary but also makes the student feel enjoyable, attract their brain to memorize vocabulary for a long time

The examples below will describe how MM can help students learn vocabulary (See example 3)

By using Mind Mapping in the example 3, students not only learn the meaning of the word “health” but also know different new vocabulary related to the topic “health”

In fact, it usually takes a lot of effort to remember words and sentences; whereas when we visualize them, they automatically pop up in our mind when we try to remember them Of course, it is possible to learn by hearing or remembering but it is much easier to lean when we visualize and associate because these techniques suit the way our mind works

Example 3 (Source: http://www.mindmapart.com)

1.4.3 The Application of Mind Mapping in Self-Analysis

After graduating, whether you are thinking what kind of jobs you are suitable for you or you are trying to work out your long-term priorities Mind Maps can be an enormous help in clarifying your thoughts and feelings

Because a Mind Map will help you to give a comprehensive reflection of the self, having seen this clear image of yourself, you are less likely to suffer the unhappy consequences of making decisions that go against your nature and your real needs There are 4 major steps:

 Prepare of your environment: before you begin, you need prepare your environment Your environment should be attractive, comfortable and mentally stimulating as possible

 Quick-fire Mind Map burst: draw a central image (you can use colour ) Then do a quick-fire Mind Map burst, allowing a full and free flow of facts, thoughts and emotions Working at speed will make it easier to express all your ideas, whereas attempting to be too neat and careful is likely to inhibit the spontaneous truthfulness needed for such exercise

 Reconstructions and revision: Now select your major branches or Basic Ordering Ideas (BOIs) Useful BOIs can be your history, strong sides, weak sides, hobbies, long-term goals, experience, health, ambitious, knowledge … After that, you should create a larger, more artistic and more considered version This final Mind Map is the mirror reflecting yourself

 Decision-making: Looking at your final Mind Map, you can make decisions and plan your future actions

For example 4: Map out your life purpose, and how the different parts of your life relate to each other Map out the different areas like hobbies, like, friends… For each area, identify what you would like to be, do and have

Example 4 (Source: http://www.mindmapart.com)

The previous researches on the effects of using Mind map on reading skills

There are several research related to this present study The first previous studies was achieved by Wirda, Hanafie Sulaiman and Wahyudin (2014) entitled “using mind mapping technique to improve reading comprehension of the second year students” The study aimed at finding out that using mind map technique can improve reading comprehension This studies applied pre-experimental research design for the second year of XII B grade students This study used observation which analyzed descriptively and the test which analyzed statistically The result of the study showed that there was a significant differences between the students‟ pre-test and post-test It can be concluded that there was an improvement on the students‟ reading comprehension which used mind map technique And It can be said that mind is an effective technique

The second previous study was done by Riska Dwi Cahyani, Abdul Asib and Dahlan Rais (2015) entaitled “Improving students‟ reading comprehension through Mind Mapping” This study was to know whether or not and to what extent that the use of mind map can improve the students‟ reading comprehension in SMPN 3 Colomadu In addition, this study also identify the class situation when the teacher used mind in the learning process The participant of this study were the seven grade students of SMPN 3 Colomadu The researcher used observation, interview, field note and test as the instrument This study used mix method which analyzed the result using qualitative and quantitative study The result showed that the mean score of the students‟ post-test was higher than the students‟ pre-test This study also had the result that mind map not only improve the students‟ reading comprehension but also the class situation

The third previous study by Rissa San Rizqiya (2013) entitled “The use of Mind Mapping in teaching reading comprehension” The purpose of this research is to examine the implementation of mind map for first grade students‟ of Bandung senior high school This study used students‟ mind map, observation, and questionnaire to analyze the data From the data, the result showed that there was an improvement between the first meeting and the second meeting Mind map can help the students‟ know their background knowledge on their reading Although the students‟ of Bandung senior high school were unfamiliar with mind map technique, but they were really enjoy in the learning process It can be said that mind map can be an alternative technique in teaching reading to improve the students‟ reading comprehension

The fourth previous study by Melli Kusmaningrum (2016) entitled “Using Mind- Mapping to improve reading comprehension and writing achievements of the 4th semester students of STAIN Curup” This research was aimed to discover whether or not there has been a great development after they have been taught by using mind map and those who have not been This study also aimed to understand the students‟ feedback about the use of mind map in learning reading and writing A quasi experimental method was carried out in this study There have been 40 fourth semester students of English Education Study Program of STAIN Curup using a purposive sampling technique The data have been gathered by using a reading comprehension test, a writing test, and a questionnaire The result showed that there was an improvement on the students‟ reading comprehension and writing achievements It can be seen between the students who were taught by using mind map in the learning process and the students‟ who were not taught by using mind map in the learning process The students also showed the positive feedback when the teacher used mind map

The five previous by Nguyen Thi Thanh Ngoc (2017) entiled “Applying mind – map techniques to teach reading comprehension to the twelveth grade students at Quang Xuong 1 high school” The aim of the study was to examine if using mind-map help to increase students‟ interest in reading comprehension skill It also aimed at identifying students‟ perception about mind-map and using mind-map in reading comprehension.The participants of the study is twelveth grade students at Quang Xuong The data have been gathered by using tests, and a questionnaires The result showed that there was an improvement on the students‟ vocabulary,background knowledge, pronunciation and learning reading skill.

Summary

In this chapter, I have supplied an overview of MM as a teaching model At the first stage, an overview of MM was presented with its definitions, and its birth Next are the steps to create a MM Lastly, the application of Mind Mapping in teaching foreign language, the application of Mind Mapping in teaching English vocabulary and the application of Mind Mapping in self-analysis is presented with some clear examples.

THE STUDY

The current situation of teaching and learning Reading Comprehension I

The study was conducted in the Faculty of Foreign Languages (FFL) at Hong Duc University - Thanh Hoa province This is one of 12 faculties at Hong Duc university which is the largest local university in Thanh Hoa province and was set up on 24th September 1997

FFL is an outstanding faculty with high qualified lecturers There are over 30 lecturers in total Overall, the faculty lecturers are highly educated Most of the lecturers possess Master‟s degrees The faculty also has 2 lectures owning doctorate degrees and 2 lectures taking part in intensive training in Australia Dean of Faculty is

Ms Nguyen Thi Quyet (Doctor of English) Vice Dean of Faculty is Mr Nguyen Thanh Minh (Doctor of English)

FFL is divided into 3 divisions: Division of English skills Development; Division of linguistics-culture and English teaching methodology and Division of foreign languages for non-major students

In terms of the training programs for English major students, the department trains 2 majors: English Language Teacher Education and English Language

The total number of current students of the faculty is nearly 1200, with the following forms of training: University of English Pedagogy (formal system, joint work and study), University of English Language (formal system, connected system) work and study) In the 1st semester of the academic year 2021-2022, first-year language major students are taught the Reading-Writing Module I The course consists of 12 main contents arranged by topic from the readings in the book Achievers A2, Active Skills for Reading/INTRO and Effective Academic Writing 1 curriculum Benchmarks of the foreign language department this year show that the entrance level of students is higher than in recent years with the score of 24.2 for English pedagogy 16.7 for English language major

At the end of the course, learners are provided with a vocabulary system that surrounds the topic of the lesson content such as: food, health, fashion, culture, sports, tourism, commerce Besides, In this section, learners are equipped with reading skills including: previewing/surveying (surveying reading passages before reading), skimming (reading quickly to find the main idea of the passage, scanning to find detailed information) details), guessing the meaning of new words in context….and practice these skills in the process of reading and understanding the content of the passage

Objective Description Output standard CTET

1.1 Learners have vocabulary at A2 level Reach level 2/6 according to 6 levels of foreign language competency framework of VN

1.2 Learners master grammatical structures: word types and usage, simple sentences, complex sentences,compound sentences, tenses and forms of verbs, rules for capitalization, abbreviations and simple conjunctions

Reaching level 2/6 according to 6 levels foreign language competency framework of VN

1.3 Learners know basic reading comprehension strategies

Reaching level 2/6 according to 6 levels foreign language competency framework VN

1.4 Learners know how to write informal postcards, blogs, notes and letters and become familiar with formal letters

Reaching level 2/6 according 6 levels foreign language competency framework of VN

1.5 Learners know how to write a complete short paragraph of descriptive text

Reaching level 2/6 according to foreign language competency framework 6 levels of VN

2.1 Learners can use vocabulary, grammar, and reading

Reach level 2/6 according to 6 levels foreign language competency comprehension strategies to understand readings at level A2 framework of VN

2.2 Learners can use logical thinking and logical language in the article to convey information and convince readers

Reaching level 2/6 according to 6 levels foreign language competency framework of VN

2.3 Learners have self-study and self-study skills to continue to improve their reading comprehension and writing skills

Reaching level 2/6 according to 6 levels foreign language competency framework of VN

3.1 Comply with the regulations of the course

3.2 Actively and actively participate in the learning activities of the module

4.1 Ability to effectively use resources of knowledge, skills, and attitudes to read and understand simple factual texts, messages, postcards, signs, notices, notes, blogs, diaries, letters intimacy and short paragraphs

Reaching level 2/6 according to 6 levels foreign language competency framework of VN

4.2 Ability to be creative in the process of learning the Reading-

4.3 Have the ability to self-study, accumulate knowledge and experience to improve reading and writing skills

The course includes 12 main contents arranged by topic from the reading text in the Achievers A2, Active Skills for Reading/INTRO and Effective Academic Writing

Methods of the study

2.2.1 Piloting the application of mind mapping strategies in Reading Comprehension I

Table 2.1: Topics and contents of reading comprehension texts of the Achievers A2

Unit1 Lesson 1 Meet the Smiths (an average British family)

Unit4 Lesson 4 The land of ice and fire

Unit5 Lesson 5 The secret of the solar system

Unit6 Lesson 6 Crime doesn‟t pay

Unit7 Lesson 7 The secret of the stars

Unit9 Lesson 9 Oxford this weekend

+) The process of building Mind maps according to each topic of the Achievers A2 curriculum

The construction of mind maps according to each topic of the "Achievers A2" textbook is done through the following steps:

Table 2.2 General process of building mind maps according to each topic of the "Achievers A2" textbook

1 Preparation - Make a plan, determine the work to be done

- Determine the topic and content of the lesson for each week

2 Conduction - Collecting information and data

- Build Mind maps on the Ayoa App

3 End of project - Consult instructors and teaching staff to choose the experimental time

- Guide students to participate in the course

From the general procedure in Table 2.2 The following is the specific process of 1 topic

Table 2.3:Process of building mind map of Unit 1:Meet the Smiths

Step Content of Implementation Activities of researcher

- Determine the topic and content of the lesson

-Tasks to do: Read the documentation on how to build mind maps

- Lesson content: Unit 1: Meet the Smiths

+ Detailed outline of the English course 1

- After studying the textbook, from Unit 1 Meet the Smiths reading, we can filter out the necessary information to fill in the mind map

-Step-1: Start with a blank screen

Step-2: Fill the central idea or theme with the central node Write the brainstorming theme in the middle

Step-3: Brainstorm sub- ideas or linked ideas, adding them to the screen Write brainstormed ideas / reflections on branches originating from the middle

Step-4: Draw lines for the association between ideas and sub-ideas Drag and drop the elements in the diagram to reorganize our thoughts Apply more facts to each sub-idea We can continue to add more information in our digital mind map until we are adequate

Step-5: Use formatting tools to visually coordinate and represent the ideas like modify colors, shape, size, and add icons and pictures, etc

3 End of Project - Consult instructors and instructors

- Guiding students to read mind maps

- Consult your instructor when you need help

- Contact teaching teachers and instructors to arrange experimental time

- Guide students to read mind map

- Set learning goals: scores on reading comprehension tests using mind map techniques must be improved

+) Mind maps corresponding to each reading comprehension in the Achievers A2 curriculum

The curriculum framework and lesson contents by week remain the same as in the curriculum of English reading and writing module 1 for first-year language major students at Hong Duc University However, the difference here is that the study program for the experimental group integrates mind maps according to each topic of the "Achievers A2" curriculum into each class week.Below are mind maps corresponding to the content of the readings comprehension passage in Achievers A2:

Image of Mind map of lesson 1 week 1“Meet the Smiths”

Image of Mind map of leson 2 week 2 “Urban magic”

Image of Mind map of lesson 3 week 3 “Extreme restaurants”

Image of Mind map of lesson 4 week4 “The land of ice and land”

- The mind maps of the following lessons are similarly designed

60 freshmen specializing in English teaching were selected to be the subjects of the study Most of them are at the age of 18 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 reading comprehension skill Therefore, it is reasonable to invite them to take part in my study related to reading improvement Those students belong to 2 different classes:

K25C in English Language Teacher Education and K25D in and English Language

Teacher Education but they have one thing in common It is they are enthusiastic and volunteer to cooperate with the researcher in conducting the study

The researcher created a set of student survey questionnaires before the start of using Mind-map technique with 7 closed-ended questions to collect their opinions on reading comprehension For example, the number of years that students have learned

English; student‟s level of interest in English, and student‟s attitude toward learning reading comprehension As far as reading comprehension skill, students were asked for the frequency of practicing reading comprehension and the techniques or methods that students use to improve reading comprehension the most often Furthermore, during learning reading comprehension skill, the problems that students often face most were also investigated The survey also asked if students tried using mind map to enhance reading comprehension ability before

2.2.3.2 Pre-test and post-test

The pre-test was performed for the first time before the writer applied the treatment in both the experimental and controlled classes The pre-test will be held before conducting experimental program and the post-experiment test will take place atter finishing the experiment in both the experimental and controlled classes.They are used to see whether or not mind maps effective to improve English major freshmen‟s ability Both tests are built on the exercises in the reading section consisting of exercise types : multiple choice, match and fill in the blanks/complete the conservation

Observation is used to describe the entire process of teaching reading by teachers in order to facilitate the first-year specialized English language teacher Education class K25C of Hong Duc University The researcher used field notes to collect data while observing the teaching process The researcher observed the teacher's process and wrote it down in the field notes Through this observation, the researcher has a deep understanding and insight into the teacher's process such as circumstances, conditions, methods and classroom activities related to the use of mind maps to support learning reading comprehension Researchers use all their senses to observe people in natural settings or naturally occurring situations

After the study, to collect data about student‟s attitudes, there was another survey questionnaire with 5 closed-ended questions For instance, the survey investigates students‟ views on developing reading comprehension by using mind map, and whether they are keen on this technique or not

After collecting the raw data, the researcher should use a set of techniques to describe, classify and evaluate the data In the current investigation, qualitative data were gathered and analysed using different descriptive data analysis techniques.

Summary

In this chapter, I have provided details of the research At the first stage, the current state of reading comprehension course 1 was presented with the context, objectives of the course and the necessary learning materials of this course Next is how to conduct the research, from piloting the application of mind maps to the literacy module 1 to designing mind maps based on the reading comprehension passages of the Achiever A2 curriculum to mentioning participants and data 2 collection tools for analysis.

FINDINGS AND DISCUSSION

The situation of learning reading comprehension of English –major freshmen at

3.1.1 The students' familiarity with English

Figure 3.1The number of years that students have learnt English

The chart illustrates the number of years that students have learned English.Overall, it is clear that most students have taken up English for quite a long time 40% of students have been learning English from 8 to 12 years while 35% of them chose the duration from 6 to 8 years Also, people who spent over 12 years studying English account for 15% Besides, there is a minority of people who used 4 to

6 years to learn English Therefore, it can be referred that they started being attached to English soon, it is able to be from kindergarten time

3.1.2 Students‟ interests in learning reading comprehension

Figure 3.2 Students' level of interest in English

4-6 years 6-8 years 8-12 years over 12 years

3% very much much not much not at all

Students' responses to the question about their preferences for learning reading comprehension skills are shown in Figure 3.2 From the pie chart, it can be seen that the informant has a special interest in learning reading comprehension skills They consider it as one of the most important criteria in upgrading their English level

Significantly, up to 55% of students out of 60 like to study reading comprehension a lot That means more than half of them are interested in wanting to improve and develop their reading comprehension Besides, there are also many students who like to do something that at a higher level is “a lot” (29%).Added together, the total percentage makes up 81% which is equivalent to four-fifths It shows a positive signal in prioritizing the improvement of reading comprehension skills By contrast, there is a minority of 13% of students who are not really into learning English, and even 3 % of denial being passionate about English

3.1.3.Students‟ opinion on the importance of learning comprehension

Figure 3.3 Students’ opinions on learning reading comprehension

The figure above shows students‟ views on the importance of reading comprehension Overall, what stands out from the pie chart is that there is a massive approval that reading comprehension is immensely important The highest level (very important) institutes up to 75% and the next one (important) accounts for 17% while there is no one who denies the significance of learning vocabulary From the data collected, it can be concluded that reading comprehension plays an essential role and

0 very important important not very important un important the majority of the student taking part in the survey are aware of the necessity of reading comprehension

3.1.4 Students‟ time spending on learning reading comprehension

Figure 3.4 Students‟ frequency of practicing reading comprehension

The figure above gives information about the frequency students practicing reading comprehension Overall, a lot of students are diligent to practice reading comprehension frequently

As can be seen from the graph, most of the participants were highly focused on improving reading comprehension.Up to 27/60 (45%) students do it every day, 22 students study 30 minutes a day, 12 (20%) students study every 2 days and 15(25%) students practice it every 3 days.On contrary, there is only a small percentage (10%) of students who sometimes practicing reading comprehension at the frequency of 4 days per time .Although you can spend time doing English homework or preparing other subjects for tomorrow, regular practice of reading comprehension is necessary when you try to practice reading comprehension skill every day.It becomes a habit Through such practice, students reinforce the knowledge they have learned

10% every day every 2 days every 3 days every 4 days

3.1.5.Techniques students often apply to improve reading comprehension skills

Figure 3.5 The ways that students use to enhance reading comprehension the most often

The given chart illustrates the way that students apply to enhance reading comprehension the most often among the four proposed methods: summarize the text you just read,make reading comprehension a daily habit,read a variety of genres and do many exercises From the figure above, it is obvious that the method which is the most prevalent one to improve reading is summarize the text you just read with 55%

In other words, over half of the participants still favor the old and traditional methods Besides, 3 ways left including make reading comprehension a daily habit and do many exercises only account for modest percentages with 15%,17 %, and 13% in turn

13% summarize the text you just read make reading comprehension a daily habit read a variety of genres do many exercises

3.1.6 Difficulties in learning reading comprehension skills

Figure 3.6 Difficulties in learning reading comprehension skills

Figure 3.6 shows that students face many difficulties to solve in learning reading comprehension skills Indeed, from the data, we can see that the majority of students (56%) answered that they have difficulty with sentence structures That is to say, there are many complex sentence structures or long sentences that make it difficult for students to cover information Next, many students have difficulty with vocabulary This number is up to 25% (15/) 60) This means that their vocabulary is not rich, making them confused in reasoning.Furthermore, 12% and 7% of students hope to erase the fear of difficulty in summarizing the content of the text and locating the right information

There are many difficulties that directly affect the improvement of reading comprehension, but basically, these are common difficulties of students in developing reading comprehension

12% 7% poor vocabulary difficulty with sentence structure a too long text trouble with identifying accurate information

3.1.7 Students' familiarity with mind mapping

Figure 3.7 The number of students who tried using this technique before

The chart shown illustrates the students' level of familiarity with the use of this technique.In general, the highlight of the pie chart is that most students are unfamiliar with the mind technique Specifically, 65% of them have never used this technique before It also means that they may not know or have not heard about this technique In contrast, 35% of respondents have used this method They can still be selected to apply mind maps to developing reading comprehension skills in my research

Evaluation of the use of subject-specific mind maps of the Achievers A2

3.2.1 The results of the pre-test and post-test

Table 3.1 Test results before and after the experiment

Pre-test Post-test Pre-test Post-test

Table 3.1 results shows that, before conducting the experiment, the percentage of students scoring (2-3) and (4-5) in the two groups are quite high (>50%) while there are only 5 to 7 students ( from 16% to 23%) of each group scoring above 6 In general, there were positive changes coming from the experimental group, the number of students scoring above 6 was significantly improved The number of students scoring above 6 increased significantly compared to before the experiment (from 5 to 17 students) In addition, the controlled group of students who were not allowed to use the Mind maps course to improve reading comprehension skills did not see much change in learning outcomes In the controlled group, the percentage of students who scored above 6 increased only by 10% (from 23% to 33%) and the percentage of students who scored (4-5) also increased insignificantly from 43% to 53% With the statistics and comparison between the two groups, it has been proved that the very effective effect of using Mind maps to improve reading comprehension skills and positively affects the English learning results of the real group of experimental students

To evaluate in detail the effectiveness of the construction and application of Mind maps in improving reading comprehension, the research team will compare and analyze specific data of the experimental group

* Compare the number of students who scored (0-1)

The number of students scoring from (0-1) is shown in the chart below:

Chart 3.1Number of students who scored (0-1)

The data in Table 3.1 shows that in general, after the experiment, the number of students scoring from (0-1) in the experimental and controlled groups decreased markedly After the experiment, in the experimental group, from 10% before experiment program decreased to 0% after experiment This is a good sign because the number of students with bad grades is no longer This signals an increase in the number of students achieving higher scores The results show that the application of mind mapping in improving reading comprehension has a clear effect shown by the positive change in students' scores

* Compare the number of students who scored (2-3)

The number of students who scored (2-3) before and after conducting the experiment is shown in chart 3.2 down here:

Chart 3.2 Number of students who scored (2-3)

The percentage of students scoring (2-3) in the experimental class decreased significantly from 23.33% to 16.66% after the experiment This shows that the use of Mind Maps improves test results, making it easier for students to take reading comprehension tests The results after the experiment still show that the number of students scoring (2-3) has decreased significantly This is a good signal about the effectiveness of mind mapping

* Compare the number of students who scored (4-5)

The number of students who scored (4-5) before and after conducting the experiment is shown in chart 3.3 down here:

Chart 3.3.Number of students who scored (4-5)

Data from Table 3.3indicated that the number of students scoring from (4-5) in the experimental group was more than halved, from 50% before the experiment to 26.66% after the experiment This is a good sign of increasing in the number of students achieving Good grades Besides, the data from the controlled class shows that not using mind maps in reading comprehension makes students' reading comprehension scores not improved

* Compare the number of students who scored above 6

From the data in Table 3.4, the number of students scoring above 6 before and after the experiment in the experimental class is not much However, the number of students scoring above 6 still more than tripled from 16.66 to 56.66% In contrast, in the control class, the number of students who scored above 6 did not grow significantly

Chart 3.4 Number of students who scored above 6

Thus, after analyzing and statistics of the data collected before and after the experiment, we can see: The number of students who achieved the score (0-1 point) decreased sharply (from 10% to 0%), The number of students achieving (2-3) and (4-

5) also decreased relatively (from 23.33% to 16.66% and from 50% to 26.66%), and the number of students scoring above 6 increased more than 3 times (from 16.66% to 56.66%) This shows that the experiment with using Mind maps in understanding has brought positive results The test before and after the experiment showed significantly increased results

3.2.2 The results of observation checklist

In this cycle, the teacher used mind mapping technique in teaching reading comprehension skill Teacher asked students to find the keywords of story and gave mind mapping technique During the observation, the researcher found that since the experiment, many students have been more enthusiastic in reading comprehension lessons Students enthusiastically volunteered to speak, with more excited and lively faces The teaching process is more active

3.2.3 The results of post-questionaire

To get students‟ evaluation on experimental efficiency, each student was given a questionnaire to fill in the evaluation information

Table 3.2 Results of post-experiment questionnaire analysis of experimental group

1 How do you evaluate the use of English

Mind maps designed according to each topic of the Active skills for reading curriculum in developing reading comprehension ability?

2 How do you evaluate the list of mind maps designed?

How do you evaluate the types of exercises applied during using process?

According to Table 3.2, we see that 80% of students admit that the use of Mind maps designed according to each topic of the "Active for reading skills" curriculum in developing reading skills is very effective 20% of students found it Effective and no student found it ineffective when using Mind maps designed according to each topic of the "Active skills for reading" textbook Answering question number 2, 60% of students found the list of mind maps designed to be Very effective, 20% of students found the mind maps to be Effective and 20% of students found the list of mind maps to be Normal Types of exercises used in the process of applying exercises are found by 70% of students Very effective, 30% of students find Effective with these types of exercises With question number 4, the majority of students appreciated the ability to do the reading comprehension part when using mind, accounting for 60% of the total students 40% of students think that their reading comprehension is normal after using it With the last question, to evaluate the effectiveness of mind maps designed according to each topic of the curriculum "Achievers A2 ", 60% of students completely agree about the effectiveness of applying mind maps In reading comprehension, 40% of students agreed with the effectiveness of this technique.

Discussion of the research

This study is about the use of personal letters to improve reading comprehension skills of first-year students of Hong Duc University The basis of this study is based on students' difficulties in understanding reading texts Some reasons are that the English

4 How would you consider your reading comprehension ability after using Mind maps?

5 Do you think applying mind mapping will make the reading comprehension process easier?

Totally agree Agree Partially agree

0/30 (0%) teaching method is not attractive, some teachers still apply the traditional method Therefore, it will be difficult for students to achieve their teaching and learning goals

To solve this problem, teachers should be creative, and the use of mind mapping method can be an alternative as a learning medium that will make students interested and easy to understand reading texts

This study aims to answer the following questions:

- What is the current situation of learning reading comprehension skills of first- year English-major students at Hong Duc University?

- How effective is the application of mind maps designed according to each topic of the "Achievers A2" textbook in developing the reading comprehension ability of first-year English - major students?

Then, the objective of this study was to describe the improvement of students' reading skills after being taught by mind mapping method

To achieve the objectives, a classroom action study was designed and conducted through pretest The subjects of this study were 30 students in grade 25 C majoring in English pedagogy of Hong Duc University The researcher used reading comprehension tests observation boards and questionnaires as tools for data collection The researcher used reading comprehension tests, questionnaires, and observations to collect the data The use of reading comprehension tests to assess students' reading comprehension skills after using mind maps and using observation methods to monitor students' activities in the teaching process

The results of the post-test showed a significant improvement in student achievement The students' reading skills on each test also improved The test results showed that the treatment was successful because the test results after the experiment were higher than before the experiment and the control class Consistent with this result, the researcher concluded that the study improved the students' reading comprehension skills

The results of the observation sheet show that, after applying mind maps to improve reading comprehension, students are more attentive, active, engaged in the lesson, happier and more serious when reading Based on the overall results of the study, it can be concluded that the use of mind maps contributes to improving students' skills and increasing their motivation in reading texts

The results of the post-questionnaire show that the students' positive attitude towards applying mind maps in the reading comprehension module It becomes more interesting and understandable when applying mind maps In addition, students confirmed positive changes in reading comprehension ability after applying mind maps.

Summary

In summary, this section analyzed the data and discussed to answer the research questions The author has experimentally built and applied a mind map designed according to each topic of the "Achievers A2" textbook for first-year language major students, and the results before and after the experiment have been obtained collect, analyze and compare In addition, this section also discussed the main results on the effectiveness of using mind mapping to develop reading comprehension for first-year language major students at Hong Duc University

From the results of the pre-test and the post-test, we can see that the students made progress in the reading comprehension test results when they used the mind map designed follow each topic of the textbook “Achievers A2” in the process of studying for his Reading -Writing module

This final part summarizes the main findings of the study and draws some limitations As well, the recommendations are also provided for improving comprehension skill and for further study.

Summary of the study

After analyzing the data collected from different tools and discussing the results, the study came to the following conclusions:

First, the main goal of the study is to apply mind maps to improve reading comprehension for first-year language major students at Hong Duc University From there, it is proposed to build a mind map according to each topic of the "Achievers A2" textbook for first-year language major students of Hong Duc University in developing reading comprehension skills From the main goal mentioned, the topic was also conducted to learn more about: the importance of reading comprehension, an overview of mind maps, analysis of the "Achievers A2" textbook and testing reading ability understanding of first-year language major students, thereby identifying and proposing ways and procedures to build and use mind maps according to each topic of the

"Achievers A2" textbook to develop reading comprehension skills for students The results of the student survey show that the construction and use of the mind map according to each topic of the "Achievers A2" is effective, assessing the development of students' reading comprehension ability after using mind map

Secondly, the researcher has applied mind maps according to each topic of

"Achievers A2”for first-year language major students As mentioned in the literature review, applying mind maps is a creative and effective way to develop reading comprehension The construction and application of mind maps for each topic of the

"Achievers A2" textbook for first-year language major students has successfully demonstrated the assessed results The results indicated a significant difference from the class pre-test and post-experimental test

In short, after applying the use of mind maps according to each topic of the textbook "Achievers A2" to develop reading comprehension for students, we can see a positive change through the results of two tests The score of the latter test is higher than that of the former The number of students scoring at Average decreased and the number of students achieving Good and Excellent scores increased after the experiment.

Limitations of the study

Although the thesis obtained its objectives and give implications as well as suggestions in teaching and learning field, there are also many limitations the thesis has not mentioned yet as follows:

The study had only been done in a micro scope; the results are only investigated by 60 in total of over 300 sophomores of the Faculty of Foreign Languages at Hong Duc University Therefore, to some extent, the results may not be generalized for the completely English learning students at all of departments or at least, all of the first- year English majors at Hong Duc University

Based on the conclusions explained above, some suggestions are compiled by the researcher as follows

The use of mind map during the class can be an alternative technique for teachers to improve the students‟ reading comprehension However, the teacher needs to consider the students‟ class in order to choose the appropriate reading topic which will be used to improve the students‟ reading comprehension

This study only investigates the implementation of the use of mind map as teaching and learning technique to improve students‟ reading comprehension Thus, it is needed for other researchers who are interested to do research in this field to gain more details in a different term of mind map topic Besides, the further researchers may try to discover more evidence relating to the students‟ responses and the factors behind those responses

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Reading,Pearson Education Limited, Harlow

18 Frank Smith(1975).Comprehension and learning, Harcourt School, Folkestone

19 Grellet, F (1981) Developing Reading Skills, Cambridge University

21 Margaret J.S and Charles Hume (2005).The Science Of Reading, Wiley- Blackwell, Hoboken

22 Erkinova Anora Akbar qizi (2023) Reading techniques to improve pupils' reading comprehension American Journal of Research in Humanities and Social

23 Panatda Siriphanich and Chonlada Laohawiriyanon (2010).Using Mind Mapping

Technique to Improve Reading Comprehension Ability of Thai EFL University Students,Faculty of Liberal Arts, Prince of Songkla University

24 Buzan, T., & Buzan, B (1996) The mind map book: How to use radiant thinking to maximize your brain's untapped potential, Plume,New York

25 Mady Casco (2009) The use of “mind maps” in the teaching of foreign languages,< https://docplayer.net/27954166-The-use-of-mind-maps-in-the-teaching- of-foreign-languages-by-mady-casco.html>

26 Wirda, S H (2014) Using Mind Mapping Technique to Improve Reading Comprehension of The Second Year Students e-Juornal of ELTS, 2,1-14

27.Luu Van Hau(2013).Using Mind Mapping to help students at Thanh Hoa college of

Agriculture and Forestry recycle vocabulary,M S.thesis,Viet Nam national University

28 https://www.exploringthemind.com/radiant-thinking/applications-of-mind-maps- in-teaching.html

29 Riska Dwi Cahyani, A A (2015) Improving Students' Reading Comprehension Through Mind Mapping JoLLIET,2(1),18-23.

30 Rizqiya, R S (2013) The Use of Mind Mapping in Teaching Reading Comprehension ELTIN Journal,1(1), 32-43

31 Kusmaningrum, M (2016) Using Mind-Mapping to Improve Reading Comprehension and Writing Achievements of the 4th Semester Students of STAIN Curup Journal of English Literacy Education,3(2), 187-201

APPENDIX 1: QUESTIONNAIRE FOR STUDENTS BEFORE EXPERIMENTAL

PROGRAM This survey questionnaire is designed for my study on “Using Mind maps to improve reading comprehension for English major freshmen at Hong Duc University”

Your assistance in completing the survey questionnaires highly appreciated All the information provided by you will be solely used for research purposes and your personal information will be kept confidential

Thank you for your cooperation!

II Your opinions on English and reading comprehension

1 How long have you been learning English?

2 How do you like learning English?

3 What do you think about reading comprehension?

4 How often do you practice reading comprehension skill?

5 In which way do you enhance reading comprehension the most often?

A Summarize the text you just read

B Make reading comprehension a daily habit

6 What problem do you often face most when you practice reading comprehension? A.poor vocabulary

B difficulty with sentence structure and word order

D trouble with identifying accurate information

7 Do you usually use mind maps in reading comprehension?

Thanks for your response to these questions!

APPENDIX 2: QUESTIONNAIRE AFTER THE EXPERIMENTAL PROGRAM

(It is a survey about the reality of reading comprehension ability after using Mind maps)

1 How do you evaluate the use of English Mind maps designed according to each topic of the Active skills for reading curriculum in developing reading comprehension ability?

2 How do you evaluate the list of mind maps designed?

3 How do you evaluate the types of exercises applied during using process?

4 How would you consider your reading comprehension ability after using Mind maps?

5 Do you think applying mind mapping will make the reading comprehension process easier?

Totally agree Agree Partially agree

Thanks for your response to these questions!

Task 1: Read the sentences about working in a library Choose the best word (A,

1 Elena a Saturday job working in a library a few months ago

2.On Saturdays, a lot of people visit the library where Elena works and it is always

3.„The job is because I meet a lot of different people,‟ Elena says

4.Her job is to all the books when people bring them back

5.Elena has to put all the books back on the shelf

6.Sometimes people to return their books on time

Where do you come from?

Task2:Complete the five conversations

1 Have a good holiday A Thanks, I will

2.What about going shopping this afternoon? A I‟m too tired!

3.I can‟t do my homework A Can you be careful?

4.Which of the boys is your friend? A He says I‟m right

B Yes he is, isn‟t he?

5.I‟ve waited here for two hours! A Yes you do

Task 3:Read the article about two Canadian boys Are sentences below „Right‟(A) or „Wrong‟(B)? If there not enough information to answer „Right‟(A) or

„Wrong‟(B) ,choose „Doesn‟t say‟ (C).Mark A,B, or C on your answer sheet

1 Peter and Frazer are both teenagers

2 Peter and Frazer go to the same school in Canada

3 Peter and Frazer like doing different sports to their friends

4.For the past few months, the boys have spent most of their time outside

5.Peter and Frazer prefer playing computer games to doing their homework

6.It took less than 200 hours to finish the new computer game

7.In the computer game, you see a picture of a word and hear it spoken

8.Students in other countries have said they would like to use the computer game

Task 4:Read the advertisement and the email Fill in the information in Anna‟s notes

Name of the cinema: Cinemax

Task 5.Read the article about two strange meetings.Are sentences below

„Right‟(A) or „Wrong‟(B)? If there not enough information to answer „Right” (A) or „Wrong‟(B),choose „Doesn‟t say‟(C).Mark A,B,C on your answer sheet

1 Anna was born in a large town

2 Anna left home and began wrong in a department store

3 The young man who spoke to Anna wanted to buy a new jacket

4 Anna was younger than Michele

5 Michelle and the young man were students together

6 Anna got ạ job with the same company in San Francisco

7 Anna was at work when she met the young man for the second time

8 Anna was angry when the young man spoke to her for the second time

Task 1: complete the conversation about a game of tennis What does Juan say to Rob?Mark the correct letter A-H on your answer sheet

B Great! Then we won’t have to walk back Thanks very much

C OK Have you booked somewhere to play?

E Alright Where shall I meet you?

F You know I haven’t played for a long time

G It’s not expensive to play

H How long are we going to play for?

Rob: Would you like to play tennis?

Rob: Yes, at the sports centre at 3 o‟clock

Rob: That‟s OK You‟ll be fine!

Rob: About an hour should be enough

We can stop if we get tired

Rob: Your house is nearer to the sports centre so I‟ll see you there at 2.30 We can go in my car

Rob: No problem It‟ll be fun

Task 2:Read the sentences about travelling by plane Choose the best word (A, B orC) for each space

1 The airport gets very………… at weekends ,so Richard travels during the week when it‟s quieter

2.Richard…… has a coffee when he arrives the airport

3.Richard …looking round the shops before he gets on the plane

4.Richard hates it when there‟s……….as he likes to arrive on time

5.Richard often watches films durung the flight ,or……… to the person next to him A.says B.tells D.talks

Task 3: Read the article about a man who swam across New Zealand‟s Cook Strait.Are sentences below „Right‟(A) or „Wrong‟(B)? If there is not enough infỏmation to answer „Right‟(A) or‟Wrong‟(B) ,choose ;Doesn‟t say‟(C).Mark A,B or C on your answer sheet

1.David Johnson has always enjoyed swimming

2 David Johnson had problems during a swimming competition in the USA

3.After 1983,many people swam between Santa Cruz Island and the Californian coast A.Right B.Wrong C.Doesn‟t say

4.In January 2004,David was the first person of his age to swim across the Cook Strait

5.David practiced for more than a year to swim across the Cook Strait

6.David was in New Zealand for a long time before he swam across the Cook Strait

7.David‟s wife was in the boat beside him when he swam the Cook Strait

Task 4: Which note (A-H) says (1-5)? For questions 1-5 ,mark the corect letter A-

Task 5: Read the article about parrots.Choose the best word (A,B or C) for each space.Mark A,B or C on your answer sheet

Perhaps you have seen (0) these beautiful birds, with their lovely colours and long tails in the forest or in the zoo Parrots are

Australia and India They usually live in large groups and (2) they like to eat fruit, they are (3) a problem for farmers

(4) are many different kinds of parrots, but they all have strong beaks and feet, which they use (5) climbing and holding food

The biggest birds (6) live for up to 80 years

They are (7) noisy, but they are clever birds and it is easy to teach them to talk Some zoos have parrot shows, where you can see the birds (8)

APPENDIX 5:LIST OF MIND MAPS DESIGNED ACCORDING TO THE TOPIC OF READING COMPREHENSION TEXT IN ACHIEVERS A2 CURRICULUM

3.1.Image of Mind map of lesson 1 week 1“Meet the Smiths”

3.2.Image of Mind map of leson 2 week 2 “Urban magic”

3.3.Image of Mind map of leson 3 week 3 “Extreme Restaurants”

3.4.Image of Mind map of leson 4 week 4 “The land of ice and fire”

3.5.Image of Mind map of leson 5 week 5 “The secret of the solar system”

3.6.Image of Mind map of leson 6 week 6 “Crime doesn‟t pay”

3.7.Image of Mind map of leson 7 week “The secret of the stars”

3.8.Image of Mind map of leson 8 week8 “Teen work”

3.9.Image of Mind map of leson 9 week 9 “Oxford this weekend”

APPENDIX 6:LIST OF READING TEXTS IN ACHIEVERS A2 CURRICULUM

1.Meet the Smiths(An average British family)

4 The land of ice and fire

5 The secret of the solar system

7 The secret of the stars