MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS USING MIND-MAPPING STRATEGY TO ENHANCE THE SKILL OF WRITING DESCRIPTIVE TEXTS FOR STUDENTS AT A HIGH SCHOOL IN HANO
INTRODUCTION
Rationale
Writing is the method of conveying ideas through written means, employing letters, words, art, or media, and necessitating a mental process to articulate thoughts (Uusen, 2009) Westwood (2008) posits that the acquisition of written language is particularly challenging due to the intricate coordination required among various cognitive, linguistic, and psychomotor processes Descriptive texts are one of the several text genres that high school students in Vietnam are expected to compose as part of their curriculum (Depdiknas, 2006) Some students had trouble producing descriptive writings, the researcher discovered during the teaching practicum at a Hanoi high school
Mind mapping is a method that can be employed to aid students in overcoming challenges in producing descriptive texts (Buzan, 1993) Murley (2007) suggests that mind mapping can enhance the brain's capacity to associate numbers with visual attributes such as space, image, and color Consequently, this heightened association facilitates improved memory retention, allowing for the storage of more information
On account of all the aforementioned reasons, the author has decided on the topic for his thesis as “USING MIND MAPPING STRATEGY TO ENHANCE THE SKILL OF WRITING DESCRIPTIVE TEXTS FOR STUDENTS AT A HIGH SCHOOL IN HANOI” This current study explores the attitudes and effectiveness of using mind-mapping techniques to improve the skills in writing descriptive texts for students at Hoang Mai High School - a vocational High School
To the best of my knowledge, no studies involving mind-mapping techniques have ever been conducted in my high school The findings of the study, if done correctly, would be unique.
Aim and objectives of the study
The study is conducted with the main aim to help grade 10 students at Hoang Mai High School enhance the skill of writing descriptive texts, thus to achieve the set aim mentioned above, my study tries to fulfill the following objectives:
- Finding out the grade 10 students’ attitudes in Hoang Mai High School towards using mind-mapping strategy when writing descriptive texts
- Evaluating the effectiveness of using mind-mapping strategy when writing descriptive texts for grade 10 students at Hoang Mai high school.
Scope of the study
This study assessed the efficacy of mind mapping for enhancing writing skills among 42 grade 10 students at Hoang Mai High School during the 2023-2024 academic year Focused on evaluating word retention and idea organization, the study examined the technique's impact on students' writing Employing mind mapping strategies tailored to their English levels, students were instructed to write descriptive texts to demonstrate their learning.
Research questions
This research paper aims to address the following research questions:
- What are the grade 10 students’ attitudes in Hoang Mai High School towards using mind-mapping strategy when writing descriptive texts?
- What is the effectiveness of using the mind-mapping strategy when writing descriptive texts of grade 10 students at Hoang Mai high school?
Design of the study
This study will be divided into 4 chapters; each chapter will be provided with specific ideas that are supporting this research
Chapter I: Introduction outlines the purpose and objectives of the study and provides the justification and scope of the thesis This section also includes a summary of the structure, techniques, and research questions.
LITERATURE REVIEW
Review of previous studies
2.1.1 Previous studies in foreign countries
According to a few earlier foreign research, students' ability to write descriptive texts may be impacted by their use of mind-mapping strategy:
The first is a research conducted by Nurlaila (2013) regarding the efficiency of mind-mapping methods in teaching descriptive texts Seventh graders from a Bandung junior high school participated In order to assess the data, this study used a combination of pre-experimental design methods, specifically one group pretest- posttest design, questionnaires, and interview approaches According to the study's findings, students' writing scores for descriptive texts improved when they used the mind-mapping technique Additionally, the students' vocabulary and inventiveness were enhanced and their writing planning was aided by the questionnaire and interview methods
The second research was writen by Romadhloni (2015) She conducted a study to see how well mind mapping works as a prewriting technique to assist students in producing descriptive texts The findings indicated that the majority of students responded well to the idea of using mind mapping as a technique when composing a descriptive article She came to the conclusion that mind mapping helped students better organize their thoughts, plan their writing, handle writing aspects, write with enjoyment, and comprehend the writing context It can also help students write better
The third was a study written by Ade Aprilia (2017) She came to the conclusion that teaching writing, especially producing descriptive language, can benefit from mind mapping based on her research She contrasted the pre- and post- test findings It demonstrated how mind maps could help students produce more evocative texts The post-test total score was 1963, while the pre-test total score was
1050 This indicates a 913-point improvement in the pre-test to post-test total score
A study conducted by Padang and Gurning (2014) investigated the impact of mind mapping on students' descriptive writing abilities The study, involving 30 eighth-graders, demonstrated that mind mapping enhanced writing achievement, increasing student scores and fostering a positive attitude towards writing The strategy promoted writing passion, motivation, and expressive language use.
In Vietnam, there have been also several works analyzing the effectiveness of mind-mapping strategy:
A study conducted by Nguyen (2017) at the University of Education, Ho Chi Minh City, investigated the effects of Mind Mapping on English writing skills The research included 100 undergraduate students and found that Mind Mapping significantly improved writing fluency, accuracy, and coherence These findings suggest Mind Mapping is a valuable tool for enhancing writing skills.
Another noteworthy study is "The Use of Mind Mapping in Teaching English for Specific Purposes" conducted by Pham (2017) at the University of Social Sciences and Humanities, Ho Chi Minh City This research delved into the application of Mind Mapping in teaching English for Specific Purposes (ESP) to 50 undergraduate students The outcomes indicated that Mind Mapping served as an effective pedagogical tool, enhancing students' engagement and effectiveness in learning ESP topics
Finally, "The Application of Mind Mapping to Teaching English for Young Learners," carried out by Nguyen (2015) at Ho Chi Minh City University of Education, focused on the use of Mind Mapping in teaching English to Young Learners (YLLs) at a primary school in Ho Chi Minh City The study, involving 30 YLLs, demonstrated that Mind Mapping was instrumental in creating a more enjoyable and engaging learning environment, proving its effectiveness in teaching English to young learners.
Review of theoretical background
2.2.1 General concepts of mind-mapping
Mind-mapping is a creative method of note-taking that aids in the retention of extensive information (De Porter, Readon, and Nourie, 1999) The optimal execution of mind mapping involves the use of vibrant colors, numerous pictures, and symbols, akin to an artistic endeavor (Buzan, 1993) Buzan characterizes mind mapping as a potent graphic technique with the potential to unlock the capabilities of the brain by mirroring its natural thinking process This technique employs symbols, pictures, emotional connections, and colors to create a pattern reflecting cognitive processes
Originating in the 1960s as a tool for idea generation, a mind map is a graphic organizer featuring central and radiating categories, with branches representing subcategories (Murley, 2007) It serves as a visual aid for idea generation, note-taking, conceptual organization, and thought structuring (Budd, 2003; Murley, 2007; Siriphanic and Laohawiriyano, 2010; Al-Jarf, 2011)
Mind maps, organized around a central idea, diverge into hierarchies and associations, distinguishing them from traditional outlines Major topics extend from the central idea as branches, each labeled with a keyword or image, with lesser items stemming from relevant branches
The mind-mapping technique offers a unique advantage in the classroom, catering to diverse learning styles According to Martin (in Trianto, 2009), mind mapping visually illustrates the connections between concepts within the same categories, fostering an enjoyable and engaging learning experience The use of mind maps accommodates visual learners, enhances productivity, and facilitates the understanding of relationships between prior knowledge and new information
Al-Jarf (2011) underscores the utility of mind mapping for visual learners, serving as an illustrative tool to manage thoughts, guide learning, and establish connections Moreover, it aids in organizing, prioritizing, and integrating course material
Mind mapping is a powerful technique that activates both brain hemispheres, enhancing cognitive functions like studying, problem-solving, critical thinking, and memory recall Its visual and creative nature makes it highly adaptable, allowing it to be successfully employed in diverse learning environments.
While there are various forms of mind maps tailored to different purposes, Duffill (2013) identifies three fundamental types that are widely utilized, particularly in the context of reading texts These basic types serve as versatile tools with broad applicability It's essential to understand these foundational mind map types to effectively leverage their benefits for different goals and activities
Library mind maps can also be known as "reference maps" They are mainly
"used to organize information" visually; hence, it is easy to look through the multiple pieces of information and get a precise and visual understanding without missing any topics (Duffill, 2013) Library maps serve multifaceted purposes, serving as effective tools for transferring information, storing and organizing collected data, and facilitating comprehension and study The central focus of a library map revolves around topics, positioning them as core ideas that guide the development of subheadings or statements related to the overarching themes In constructing a library map, an initial step involves generating a collection of diverse ideas, which can then be methodically classified into distinct groups using colors and icons Linkages are subsequently established between these categorized groups, forming a coherent tree structure with the central topics at its core The visual representation of such a library mind map model is depicted in Figure 2.1 below, encapsulating the interconnected relationships among various thematic elements:
Figure 2.1 Model of a library mind map (Internet)
Presentation mind maps can be seen as a simplified version of a PowerPoint presentation with a more direct and straightforward approach (Duffill, 2013) They are used to present ideas to the audience and visually illustrate "the ideas flow so as to track the steps and the information related to each step that the projects develop" (Duffill, 2013) Presentation mind maps are crafted with specific objectives in mind, namely to inform audiences in a directed manner, present a compelling case, or advocate for a particular course of action In contrast to library mind maps, the primary emphasis in presentation mind maps is on the audience The effectiveness of the map is contingent upon the audience's comprehension and engagement, determining the overall structure and positioning of information Unlike library mind maps that prioritize topics, presentation mind maps are constructed with a focus on statements presented in a sequential order The success of a presentation mind map hinges on the clarity and coherence of the information as perceived by the audience Therefore, meticulous attention is given to the alignment of statements and their logical progression A visual representation of the model for a presentation mind map is depicted in Figure 2.2, showcasing the structured flow of information with a keen consideration for audience understanding and engagement
Figure 2.2 Model of a presentation mind map (Internet)
Tunnel timeline mind maps can be called by another name "planning mind maps" The tunnel timeline mind map serves as a valuable tool for visualizing project outcomes, strategies, program plans, or problem-solving processes In this mind map type, the desired outcome takes center stage as the main topic, with branches extending around it to delineate the path toward achieving the stated goal This strategic arrangement aims to provide users with a clear and structured visualization of the steps required to reach the intended outcome The strength of the tunnel timeline mind map lies in its ability to serve as a visual representation of success By following the outlined actions on the path, users can navigate towards the desired outcome The primary advantage of this mind map type is its capacity to maintain a continuous focus on the necessary actions and the path to the expected target This visual plan serves as a constant reminder, particularly useful when users encounter obstacles or need to adjust their direction To create an effective tunnel timeline mind map, it is imperative to position the desired outcome at the center, thereby ensuring that users remain focused on the ultimate achievement throughout the planning and execution phases.Each sub-topic near the edges then shows the actions as the paths towards getting the core objective (Duffill, 2004) Figure 2.3 below is a model of a tunnel timeline mind map
Figure 2.3 Model of a tunnel timeline mind map (Internet)
2.2.1.3 The Advantages of Using mind-mapping Strategies
DePorter and Hernacki (2008), enumerate several advantages associated with the application of mind mapping techniques:
Mind mapping offers flexibility in elucidating concepts, allowing for the seamless incorporation of materials without causing confusion Individuals can organically place labels and categorize information based on personal perspectives within the mind map structure
Mind mapping enhances comprehension by allowing for the easy identification and exploration of subtopics surrounding main ideas By focusing on keywords, communication becomes more streamlined and efficient, as discussions can remain concise and targeted, saving time and maximizing understanding.
Mind mapping simplifies the process of understanding complex material Its inherent simplicity as a thinking pattern prevents confusion, facilitating easy comprehension and retention of learned material
Mind mapping empowers learning by sparking imagination and creativity By incorporating visual aids, color, and other engaging elements, it stimulates the brain and ignites enthusiasm for knowledge exploration, transforming learning into an enjoyable process.
These advantages underscore the utility and appeal of mind mapping as an effective tool for learning and conveying information
2.2.1.4 Parts of Mind-mapping Technique
Windura (2008) outlines various components of mind mapping, each playing a distinctive role in enhancing the effectiveness of this learning technique:
The central image serves as a visual representation of the main idea, positioned at the center of the mind map This visual focal point activates the right brain, aids memory retention, and contributes to making the learning experience enjoyable
Keywords play a crucial role in language learning by establishing strong connections between familiar and new concepts Learners can effectively memorize multiple words by focusing on one keyword per line These keywords, typically strong nouns or verbs, evoke vivid mental images, enhancing memory retention This technique allows learners to associate new knowledge with familiar words, facilitating the understanding and recall of new vocabulary.
Summary
In this chapter, some ideas related to learning to write descriptive texts were discussed such as their definitions, structures, language features Besides, this chapter also explains the concepts and procedures of mind-mapping, its advantages in writing descriptive texts Additionally, related previous studies were also mentioned, which serve as a basis for the researcher to design his study of the effects of mind mapping technique in teaching writing descriptive texts to grade 10th students at Hoang Mai High School.
RESEARCH METHODOLOGY
Research orientations
In the present investigation, an action research design was employed, offering a structured framework that facilitated the researcher in aiding educators to refine and evaluate their instructional methodologies (Kemmis and Taggart, 1988, as referenced in Burns, 2010) Given the study's emphasis on intervention through the introduction of the mind-mapping strategy, the selection of an action research design was deemed appropriate for a comprehensive exploration of the strategy's impacts on students striving to enhance their skills in writing descriptive texts The action research design encompassed four consecutive phases: planning, action, observation, and reflection This methodological approach not only serves as a research instrument but also as a practical avenue for educators to iteratively enhance their teaching practices based on experiential insights and direct classroom observations
Figure 3.1 The action research plan (Kemmis and Taggart, 1988, as cited in Burns,
After determining the content of writing descriptive texts that were involved in the study, the researcher prepared various lesson plans before implementing the strategy The planning phase included such items as teaching strategy, teaching tools, and criteria of success.
The researcher introduced an intervention in writing lessons by integrating a mind-mapping strategy into class sessions To enrich the teaching and learning experience, a range of engaging activities were introduced The instructional methodology was characterized by careful planning, encompassing the organization of lesson plans in harmony with teaching materials Furthermore, the researcher prepared teaching aids and devised an observation sheet to systematically oversee the teaching and learning processes specifically tailored for descriptive texts
The English textbook "Global Success" by Hoang Van Van and Hoang Thi Thanh Hoa served as the source material for the descriptive writing topics These topics cohered with the subject matter covered in the textbook for 10th grade English Each lesson featured a specific topic, with a weekly schedule outlined as follows:
Table 3.1 Topics of the descriptive texts in each week during the research
Week Time Duration Action Topics
Intervention: teaching lesson using mind- mapping strategy
Intervention: teaching lesson using mind- mapping strategy
Week 28 th - 31 st 45 minutes Intervention: teaching Event
3 August lesson using mind- mapping strategy
Intervention: teaching lesson using mind- mapping strategy
Intervention: teaching lesson using mind- mapping strategy
Intervention: teaching lesson using mind- mapping strategy
Intervention: teaching lesson using mind- mapping strategy
Intervention: teaching lesson using mind- mapping strategy
The criteria of success relied on the purposes of the study Since the study aimed to investigate the relationship between the mind-mapping strategy for writing descriptive texts and students’ attitudes toward the strategy, the study had two criteria The first one was that about 70% or more of students using the mind- mapping strategy reported that their skills of writing descriptive texts were improved The second one was that the percentage of students with positive attitudes towards the strategy dominated the remaining students Thus, the study was successful if it met the two criteria
The mind-mapping strategy was implemented during reading lessons
The teaching processes were divided into three distinct parts: pre-mind- mapping, while-mind-mapping, and post-mind-mapping
During pre-mind-mapping (exploration phase), a video clip corresponding to the topic was given to students to provide an overview of what they had to learn The subject was then introduced, and the mind-mapping strategy was explained and demonstrated on the board
The specific topic was given during while-mind-mapping (elaboration phase) Students were then guided on how to analyze the topic and were instructed to brainstorm the topic Next, the class was divided into groups to paraphrase the main topic After finishing brainstorming activities in their group projects, their discussion had to be presented to other groups, followed by a class conversation
Finally, paragraphs were written by the students during the post-mind- mapping (confirmation phase) Reflection on what was learned from the activities was also requested by the teacher after these activities
In this phase, the researcher observed the students’ participation and engagement in the learning process The teacher employed the observation checklist to compare the expected students’ behaviors and those in the practical situations The checklist was completed after every lesson to see which students’ behaviors should be adjusted Then, the teacher noted the students in the next lessons to assist the research process
The researcher gathered data collected from the observation checklist to examine how effectively the strategy assisted students Based on the criteria of success, the outcomes were assessed and the researcher came up with either the following decisions - If the results met the criteria, the research finished; otherwise, the researcher revised the plan and re-implemented the strategy until the research satisfied the criteria.
Population and sample
The research was conducted at Hoang Mai High School in Thanh Xuan, Hanoi during 8 weeks in the academic year 2023-2024 This high school mainly gathers students with quite low scores or who did not take the high school exam, so the students' academic performance is quite weak Additionally, teaching English writing is challenging since the students are afraid to study English, especially writing They usually encounter many new words that demotivate them to learn Accordingly, teaching writing as soon as possible at the school needs attention
This study gathered data from 42 tenth-grade students at Hoang Mai High School, representing diverse backgrounds The participants exhibit varying English proficiency levels, with a majority falling within the average to low range Notably, most students experience challenges in developing their English writing skills.
The instruments
3.3.1 Tests (pre and post-tests)
According to Shivaraju et al (2017), tests, including pre-and post-tests, are efficient in measuring the knowledge the participants learned from taking the training course and comparing the differences/progress between the two phases - before and after the training program
The research employed a systematic testing approach to collect quantitative data on the writing skills of students before and after the implementation of the mind-mapping strategy This testing methodology consisted of three key assessments: one pre-test and two post-tests The tests adhered to uniform formats and requirements, aligning with the topics chosen from the designated list Here is an overview of the test design, structure, and implementation process:
- The primary aim of employing tests was to assess the impact of the mind- mapping strategy on students' descriptive text writing skills
- Three tests were administered: a pre-test conducted before the intervention and two post-tests designed to measure the retention and application of learned skills
- All three tests shared identical formats and requirements, ensuring consistency in evaluation criteria
- The topics for the tests were selected from the predetermined list, aligning with the thematic areas such as young people, family routine, events, elderly people, website, landscape, and food
- Test materials were derived directly from the 10th-grade English textbook (Global Success version), authored by Hoang Van Van and Hoang Thi Thanh Hoa
- The choice of using textbook-based tests aimed to measure students' ability to apply mind-mapping strategies in response to topics covered during regular classroom instruction
- The tests were designed to evaluate students' brainstorming skills and their proficiency in arranging the orders of descriptive texts
- The uniform assessment criteria provided a consistent benchmark for measuring improvement over the course of the study
Pre-Test and Post-Test Structure:
- The pre-test served as a baseline assessment of students' initial descriptive text writing skills
- Post-test 1 aimed to gauge immediate improvements after the mind-mapping intervention
- Post-test 2 focused on measuring the retention and application of skills over an extended period
- Topics for the tests were carefully chosen to align with the overall thematic content of the 10th-grade English curriculum, ensuring relevance and consistency with instructional goals
- Test results were systematically collected, analyzed, and presented in charts and tables to illustrate the progression and impact of the mind-mapping strategy
- The analysis provided insights into the effectiveness of the strategy in enhancing students' descriptive text writing skills
The systematic use of pre-tests and post-tests, rooted in the 10th-grade English curriculum, provided a robust framework for evaluating the influence of mind- mapping strategies on students' descriptive text writing abilities The standardized approach in test design and implementation facilitated a comprehensive assessment of the strategy's impact on students' skills development
Questionnaires are widely employed for data collection, offering the advantage of independent completion (Salkind, 2003), particularly useful in educational contexts To ensure credibility, validity, reliability, and clarity are crucial (Richards & Schmidt, 2002) Closed-ended surveys, as advocated by Seliger and Shohamy (1989), simplify analysis and offer responses that accurately represent participants' views.
The questionnaire used in this study serves as a vital tool for gathering insights from grade 10 students at Hoang Mai High School regarding their attitudes and experiences with the mind-mapping strategy in writing Descriptive texts The careful design and implementation of the questionnaire reflect the study's commitment to thorough data collection Here is an overview of the process:
- The questionnaire was selected as the primary instrument for its efficiency in saving time and effort for both researchers and participants
- It was designed to focus on grade 10 students' opinions about writing Descriptive texts and gather their feedback on the teacher's activities, specifically related to the use of mind-mapping strategies
- The questionnaire comprised six carefully crafted statements that probed the informants' perceptions about the researcher's intervention
- Items 1 through 3 were tailored to investigate the students' feelings and interests regarding the mind-mapping techniques
- Items 4, 5, and 6 were strategically formulated to assess the students' perceptions of the efficacy of mind-mapping techniques in vocabulary retention
- Each of the six questions served a specific purpose, addressing key aspects of the research question
- Students were asked to express their level of agreement with each statement, providing a nuanced understanding of their attitudes and experiences
+ Question 1: "Learning descriptive texts with what the teacher has done is really interesting."
+ Question 2: "I am interested in these activities."
+ Question 3: "The activities applied to write descriptive texts are various." + Question 4: "It is easy to brainstorm ideas."
+ Question 5: "The activities help write more easily."
+ Question 6: "The activities help activate prior knowledge and link to new items."
- The response scale for each question allowed students to choose from four options: "1: Strongly Disagree," "2: Disagree," "3: Agree," and "4: Strongly Agree."
- This scale provided a spectrum for students to articulate their level of agreement or disagreement with each statement
- The questionnaires were distributed to students of class 10A1 with a focused approach on addressing the first research question: " What are the grade 10 students’ attitudes in Hoang Mai High School towards using using mind-mapping strategy when writing descriptive texts?”
- The process aimed to capture diverse perspectives and ensure a representative sample of the student population
The development and implementation of the questionnaire were guided by a commitment to precision and relevance, aiming to extract valuable insights into students' perceptions of the mind-mapping strategy in the context of writing descriptive texts The strategic formulation of questions and the thoughtfully designed response scale contribute to the reliability and depth of the data collected
The interview serves as the next significant data source in the mixed-method design Salkind (2003) claimed that interviews assist researchers in "getting better response and more accurate data." Additionally, interviews are a well-liked and widely-used method of gathering qualitative data, according to Burns (1999, p
Interviews are a form of dialogue used in research to gather qualitative data There are two main types of interviews: person-to-person and group or collective interviews Both types are considered a form of purposeful conversation with specific objectives, according to Merriam (1998) Person-to-person interviews involve one-on-one conversations, while group interviews consist of a single interviewer questioning multiple participants simultaneously.
Semi-structured interviews served as a valuable qualitative method to delve deeper into the experiences, challenges, and perceptions of grade 10 students in the Experimental Group regarding the use of mind maps in writing classes The interview questions were thoughtfully crafted to elicit comprehensive and candid responses, providing rich insights into the students' opinions and experiences Here is an overview of the structure and content of the semi-structured interview:
- The interviews were conducted immediately following the mind map class to capture fresh and authentic reflections
- The primary purpose was to understand students' opinions about learning to write descriptive texts with mind maps, gather feedback, and identify challenges faced during the process
- The interview questions were carefully structured to cover various aspects of the students' experiences, including their perceptions of the teacher's activities, the effects on their writing skills, potential difficulties, and their desire to continue learning with the teacher's techniques
- Question 1: "How do you find the teacher's activities?"
- Question 2: "What effects do the teacher's activities have on your skills of writing descriptive texts in the lessons?"
- Question 3: "What are possible difficulties in learning to write descriptive texts with what the teacher has done?"
- Question 4: "Do you desire to continue learning descriptive texts with the teacher's techniques?"
- While the questions provided a structured framework, the semi-structured nature allowed for follow-up questions and exploratory discussions
- Probing was used to encourage participants to share in-depth insights, allowing for a nuanced understanding of their experiences
- By conducting the interviews immediately after the mind map class, the aim was to capture real-time, unfiltered responses from the students, ensuring the authenticity of the data
- The qualitative data gathered through interviews was analyzed systematically, identifying recurring themes, patterns, and unique perspectives
- The analysis aimed to provide a comprehensive understanding of the students' attitudes, challenges faced, and their desire to continue using mind- mapping techniques
The semi-structured interviews were an integral part of the research design, offering a qualitative lens into the students' experiences with the mind-mapping strategy The questions were strategically crafted to uncover both positive and challenging aspects, contributing valuable qualitative data to complement the quantitative findings from other research instruments.
Data collection
Tests (pre and post-tests)
Pre-test was implemented at the beginning of the cycle while post-test was implemented at the end of cycle 1 and cycle 2, if required That is, depending on the results of the cycle 1, if the criteria of success were met, the research stopped and the post-tests for the cycle 2 was unnecessary
Upon the successful completion of the intervention, a questionnaire was administered to the students They were given approximately 20 minutes to complete the questionnaire, with the researcher observing the process to ensure accurate responses The students were instructed to select the options that best fit their perspectives.
Methods of analysis
To meet the needs of this investigation, various types of data were studied The researcher employed both qualitative and quantitative approaches in this action research project, as mentioned The data from the pre-test and two post-tests were computed, calculated, and converted into mean scores for the tests based on the total number of students that took part The data analysis approach first comprised computing the mean scores to check if there were any significant variations between the pre-test and post-tests, as well as between post-test 1 and post-test 2 For simplicity of understanding and assessment, the data was presented in tables The researcher herself reviewed the three test papers, and she utilized the following score range in her analysis
Table 3.2 Score range of the tests
The questionnaire's objective was to learn what the students think and how they feel about the teacher's mind-mapping activities To find out the answers to the study questions, the data collected from student input was first read through, sorted, and then analyzed As a result, the opinions of the students were tallied, translated to percentages, and shown in the form of figures and tables The researcher then determined the treatment by comparing the legitimate percent of some agreed opinions with some disagreed possibilities Students' comments were recorded for the interviews and presented by highlighting pertinent answers Then, to combine the data, a descriptive and interpretive analysis was used In order to draw the study's conclusions, the data was briefly presented, examined, and interpreted Pre- and post-test results, comments from interviews, and the perception of the students all played a role in the analysis and interpretations.
INFLUENCES OF USING MIND-MAPPING STRATEGIES
Findings
The first research question, " What are the grade 10 students’ attitudes in Hoang Mai high school towards using mind-mapping strategy when writing descriptive texts?” was addressed through the examination of the data gathered through the questionnaires Six statements in the questionnaires were used to probe the informants' perceptions about the researcher's intervention Items 1 through 3 looked into how the students felt about the mind-mapping techniques Items 4, 5, and 6 were designed to reveal the students' assessments of the efficacy of mind- mapping techniques in vocabulary retention The detailed evaluations of students towards mind mapping techniques are displayed in Table 4.1:
Number of students % Number of students %
1 Learning descriptive texts with what the teacher has done is really interesting 0 0 4 9.52 30 71.43 8 19.05
2 I am interested in these activities 0 0 3 7.14 33 78.57 6 14.29
3 The activities applied to write descriptive texts are various 0 0 2 4.76 31 73.8 9 21.44
4 It is easy to brainstorm ideas 0 0 1 2.38 40 95.24 1 2.38
5 The activities help write more easily 0 0 2 4.76 37 88.09 3 7.15
6 The activities help activate prior knowledge and link to new items 0 0 1 2.38 36 85.71 5 11.91
4.1.1.1 Students’ attitudes towards using mind-mapping strategy
Table 4.2 Positive attitudes of students towards mind-mapping teachniques
Numbers of students agreeing and strongly agreeing
Percentage of students agreeing and strongly agreeing
It can be clearly seen from the above tables 4.1 and 4.2 that there were 42 students who got involved in answering the questions
From the data in table 4.2, the students were first asked whether using mind mapping techniques to learn to write descriptive texts was interesting or not With this question, 38 out of 42 students (90.48 %) agreed or strongly agreed that the techniques applied by the teacher made the lessons interesting The students were then asked about the pleasure that mind-mapping techniques bring to them Almost all the students (92.86% equivalent to 39 students) approved that learning to write descriptive texts with mind-mapping techniques gave them more pleasure than learning vocabulary with traditional techniques Only three students (Table 4.1) disapproved of this view With question 3, most of the students reported that the activities with mind-mapping strategies applied to learn vocabulary are creative 40 out of 42 students said that by creating branches out from the central idea, they could think creatively on the vocabulary and use knowledge related to the Central idea It means that 95.24 % students shared this view
4.1.1.2 Students’ attitudes towards writing descriptive texts with mind-mapping strategy
Table 4.3 Students’ positive evaluations on the effectiveness of the mind-mapping strategy
Numbers of students agreeing and strongly agreeing
Percentage of students agreeing and strongly agreeing
Results from Table 4.3 indicate that questions 4, 5, and 6 are pivotal in evaluating the effectiveness of mind-mapping for writing descriptive texts A significant majority (95.24%) found brainstorming new ideas facilitated by mind-mapping, particularly 40 students strongly agreeing Furthermore, 95.24% of respondents (40 students) expressed positive attitudes toward mind-mapping, believing it enhanced retention of new ideas Lastly, over 92% agreed that mind-mapping aided in activating learned knowledge, and 98.72% (41 students) affirmed its role in connecting prior knowledge with new information, facilitating transfer to new situations.
Mind-mapping has been found to be effective in teaching students to write descriptive texts, according to questionnaire results Feedback from students revealed positive attitudes towards mind-mapping techniques, with almost all students expressing favorable assessments.
On average, 92.86 % of the students agreed and strongly agreed that mind mapping techniques gave students interest, pleasure and creativity Moreover, when being asked about the effectiveness of mind mapping techniques, 98.72 % of respondents affirmed that the mind-mapping techniques make it easy to brainstorm more ideas, retain vocabulary longer and activate prior knowledge and link to new ideas
In brief, from the results of data collected from questionnaires, it can be seen that applying mind-mapping techniques in the lessons is efficient
4.1.2.1 Findings from the pre-test and the post-tests
Another important factor for the assessment of the effectiveness of the mind mapping techniques was through the tests The analysis of scores from pre- test, post-test 1 and post-test 2 aimed at answering the second question of this study: " What is the effectiveness of using mind-mapping strategy when writing descriptive texts of grade 10 students at Hoang Mai high school?"
Before and after the intervention, all the students were given 1 pre-test and 2 post-tests The aim of post-test 1 is to discover whether there is any difference in result between pre-test and post-test so that the researcher can draw out the effectiveness of mind-mapping techniques in learning to write descriptive texts The purpose of post-test 2 to test the students' retention of words under the treatment of the mind-mapping technique
As stated in Chapter 3, the students were divided into 5 groups including excellent group (85-100), good group (70-80), average group (50-65), poor group
(30-45) and very poor group (0-25) In Vietnam, mark 5 (equivalent to 50 points in this study) is considered as the pass mark
The collected results of the tests were calculated, analyzed and presented in the forms of charts and tables
Table 4.4 Mean scores of tests
Pre-test Post-test 1 Post-test 2
4.1.2.2 Comparison of the pre-test and the post-test scores
Clearly seen from Table 4.4, the minimum score of the pre-test is 20 (including 6 students) that of post-test 1 is 25 (2 students) and that of post-test 2 is
25 (2 students) whereas the maximum score of pre-test is 70 (only one student got), and that of post-test was 75 (one student) and post-test 2 was 85 (one student) The gap between the minimum score and the maximum score of pre-test, post-test 1 and post-test 2 are 50 points, 55 points and 60 points respectively
The gap between the minimum score and the maximum score of pre-test and post-test 1 was both 50 and 55 points respectively It seems that there is no change in quality of tests between the pre-test and post-test 1, but when investigating deeper insight the real score of students, the researcher identified that there is a rather strong improvement in quality of the pre-test and post-test 1 This is shown clearly in the mean score of the pre-test and post-test 1 (39.17 is the mean score of pre-test and that of the post-test 1 is 50.24) It means that students' mean score increased by 11.07 after the application Furthermore, the maximum score of the post-test 1 was higher than that of the pre-test (80>70) The minimum score included 6 students getting 20 points in the pre-test while that of the post-test 1 was
Pre-test: 39.17; Post-test 1: 50.24; Post-test 2: 54.05
Figure 4.1 Mean score of tests
Pre-test Pre-test 1 Pre-test 2
The mean score between post-tests 1 and 2 had a minimal change from 50.24 to 54.05 points The deviation between the two post-tests was approximately 4 points, indicating a significant improvement in students' writing skills following the treatment A column chart visualizes the average score progression across the three tests.
Figure 4.2 Distribution in results of three tests
Table 4.5 Comparision of distribution of score range
Pre-test Post-test 1 Post-test 2
Number of students % Number of students % Number of students % Excellent
Pre-test Pre-test 1 Pre-test 2
Excelent Good Average Poor Very poor
As can be clearly seen from the figures and tables above, before applying the procedure of treatment, the majority of the students could not do the test successfully In the pre-test, up to 47.62% of the students got poor marks and 23.81% of them received very poor marks The number of students who got between 50 and 65 points comprised 26.19 % In particular, only 2.38 % of the students achieved good marks and none of the students could get excellent marks
In post-test 1, the number of students who got average marks increased considerably (50 % compared to 26.19 %) Also, there were more students who got good marks in post-test 1 (4 students) than in the pre-test ( only 1 student) Besides, there were still 15 students who got bad marks and there were only 2 students with very poor marks All these impressive results could be explained that maybe this was done right after the treatment
Post-test 2 demonstrated a marginal decline in average marks (45.23%) and a slight improvement in good marks (16.67%) compared to post-test 1 (9.52%) Notably, excellent marks were obtained for the first time (2.38%), while poor marks decreased by 2 students The distribution of results in post-test 1 and 2, as depicted in the column chart, exhibited similar patterns Overall, these results indicate the positive impact of mind-mapping strategy on students' descriptive writing.
From all the data analyzed in the previous part, an unbiased judgment on the technique applied in the lessons is derived In summary, the analysis and comparison of the results of the three tests shows that the effectiveness of applying mind-mapping techniques is reliable
Interviews are valuable instruments employed to obtain detailed information from informants Ten students were randomly selected for interviews, providing both qualitative and quantitative data The interviews aimed to validate students' questionnaire responses and uncover additional insights not anticipated by the interviewer This approach enriches the overall data collection process.
When being asked "How do you find the teacher's activities?" the students gave positive attitudes towards the teacher's activities The results collected were almost similar to the questionnaires
Discussion
4.2.1 The effectiveness of mind-mapping strategy in writing descriptive texts
- The impact of the mind-mapping strategy on academic performance is unmistakably positive The journey from pre-test to post-test 1 reveals a substantial improvement, with the mean score increasing by an impressive 11.07 points This leap signifies not only the strategy's effectiveness in imparting knowledge but also its potential to catalyze significant progress in students' writing skills Importantly, the retention of these improvements, as observed in the marginal change between
Yes No post-test 1 and post-test 2, indicates the sustained benefits of incorporating mind- mapping techniques into the curriculum
- The shift in the distribution of marks is a compelling testament to the strategy's efficacy In the pre-test, a significant portion of students struggled with poor and very poor marks Post-test 1 showcased a noteworthy transformation, with a surge in the number of students achieving average and good marks This positive trajectory continued in post-test 2, signaling the enduring impact of the mind- mapping strategy on elevating students from lower to higher performance categories
- The mind-mapping strategy has not only contributed to academic advancements but has also nurtured cognitive benefits among students The data from both the questionnaire and interviews illuminated the cognitive advantages experienced by the students A staggering 95.24% of students found it easy to brainstorm new ideas, emphasizing the strategy's effectiveness in stimulating creative thinking The application of mind maps facilitated the activation of prior knowledge, enabling students to connect existing information with new concepts, as confirmed by 98.72% of respondents
- Furthermore, students reported enhanced memory and improved vocabulary retention through the mind-mapping strategy The integration of colors and visuals in the mind maps proved to be a valuable mnemonic aid, with 65% of students acknowledging the supportive role of colors and pictures in storing new words and phrases in their memory This cognitive enhancement extends beyond the immediate context of writing descriptive texts, offering students a holistic and enduring set of skills applicable across various learning domains
In summary, the mind-mapping strategy has not only met but exceeded expectations in enhancing student engagement, boosting academic performance, and fostering cognitive benefits The strategy's ability to make learning enjoyable, coupled with tangible improvements in writing skills, positions it as a transformative pedagogical tool The positive responses from both quantitative assessments and qualitative insights underscore the multifaceted impact of the mind-mapping strategy, making it an invaluable asset in the educational landscape of Hoang Mai High School
4.2.2 The students’ attitudes towards the application of mind-mapping strategy in writing descriptive texts
Students consistently demonstrate a high level of interest in mind-mapping strategies In questionnaires, 90.48% of students affirm the engaging nature of lessons implemented with these techniques Moreover, 92.86% report enjoyment in learning through mind maps Interviews also reveal that 90% of students find learning to write descriptive texts with mind maps highly engaging.
- Positive Emotional Experience: The positive responses suggest that students are engaged and emotionally invested in the learning process facilitated by mind maps This is a crucial aspect as positive emotions are known to enhance learning retention and motivation
- Recognition of Creativity: Both questionnaire and interview data consistently reveal that students perceive mind mapping as a creative strategy In the questionnaire, 95.24% of students agreed that the activities with mind-mapping strategies applied to learn vocabulary are creative Interview responses also emphasized the creativity involved in arranging ideas with mind maps
- Facilitation of Creative Thinking: The positive perception of mind-mapping as a creative tool indicates that students value the opportunity it provides to think outside the box and connect ideas in innovative ways
- Efficiency in Brainstorming: A significant majority of students, 95.24%, reported that they found it easy to brainstorm new ideas using mind-mapping techniques This reflects a positive attitude toward the effectiveness of mind mapping in generating and organizing ideas
- Improved Idea-generation Skills: The consistency in responses across the questionnaire and interviews suggests that students attribute improved idea- generation skills to the application of mind mapping
- High Agreement on Efficacy: The questionnaire data reveals that 98.72% of students agreed that mind mapping helped them connect prior knowledge with new information, aiding in vocabulary retention Interview responses supported this, with 90% of students expressing that mind-mapping techniques helped them remember vocabulary more easily
Mind mapping has a positive impact on vocabulary learning, aiding in retention and activation of prior knowledge This alignment in responses demonstrates the effectiveness of the strategy in language learning, particularly in vocabulary acquisition.
- Positive Social Dynamics: Interview data revealed that learning with mind- mapping techniques encourages collaboration among students One student mentioned that it helps in strengthening friendships This social aspect contributes to a positive and collaborative learning environment
- Enhanced Social Interaction: The acknowledgment of mind-mapping fostering collaboration indicates that students not only perceive it as an individual learning tool but also as a means to enhance social interactions within the classroom
- Consistent Positive Responses: The consistency in positive responses between the questionnaire and interviews strengthens the reliability of the findings The fact that both quantitative and qualitative data converge on positive attitudes signifies a robust and consistent pattern
CONCLUSION
Recapitulation
The focus of the thesis is applying the mind-mapping strategy to improve the 10th graders' skills in writing descriptive texts at Hoang Mai High School Before the research project was carried out, the researcher himself had revised a number of studies relating to writing descriptive texts, both in foreign countries and in Vietnam These research works have helped the author a lot in having an overview of learning to write descriptive texts as well as applying it to the research
The study is divided into five chapters; however, the most important ones are Chapter 3 and Chapter 4 Chapter 3 focuses on methodology that the author used in this study In the later chapter, chapter 4, the findings and discussion of the study are mentioned, all the data collected are synthesized, exploited, analyzed for the basis to answer the two research questions
The present study focuses on the effectiveness of mind-mapping techniques for tenth-grade students at Hoang Mai High School, evidenced through empirical data The researcher investigated the impact of mind-mapping by employing questionnaires, pre-tests, post-tests, and interviews, aiming to provide insights into its utility in enhancing student learning outcomes.
It is clearly shown in the data collected from the questionnaires that 90.48 % of the students believe that it is interesting to learn descriptive texts with the teacher's activities with mind-mapping techniques Besides, 95.24 % of the students show interest in learning with mind mapping They said that the activities in this period give them more pleasure Moreover, 92.86 % of the students find that the teachers' activities in the classroom form creativity for the students Generally, on average, 95.24 % of the respondents have a positive attitude toward what the teacher has done Concerning the effectiveness of mind-mapping strategy, 97.62 % of the students find it easy to brainstorm ideas Besides 95.24 % of the respondents recognized the techniques of the teacher help write more easily Another 92.86 % of the students accepted that the activities the teacher used helped them to activate prior knowledge and link to new ideas In short, 95.24 % of the informants realized the usefulness of the techniques the teacher applied
Additionally, the most important data detected have been uncovered in the pre-test and the two post-tests As can be seen that bad marks and poor marks gradually decreased from pre-test to post-test 2 The students who got under average scores in the pre-test, post-test 1 and post-test 2 respectively are 26.19 %,
50 % and 45.23 % It is clear that the students were improving through each lesson
In terms of good scores, in pre-test, there was only one student got that score (2.38%) but it was 4 (9.52%) in post-test 1 and 7 (16.67%) in post-test 2 Referring to the excellent score, there was not any students getting that score in pre-test and post-test 1 but finally in post-test 2, one student could obtain it
The last primary tool to collect data in this thesis is interviews The feedback from the interviews also helps significantly the researcher in finding qualitative and quantitative data For the desire to learn with mind-mapping techniques, 9 students surveyed (90 %) expressed their preference to continue learning with the techniques the teacher applied Mentioning the possible difficulties in learning vocabulary with the teacher's techniques, one respondent (10 %) confirmed that they found it difficult to follow the lessons because the ideas may go too far from the central ideas When commenting on the teacher's activities, almost all the students taking part in the survey exposed a positive attitude towards the techniques used in the classroom
They also focused on the teacher's activities, bringing many benefits to them.
Concluding remarks
The study aims to answer the two research questions as follows:
- What are the grade 10 students’ attitudes in Hoang Mai High School towards using mind-mapping strategy when writing descriptive texts?
- What is the effectiveness of using mind-mapping strategy when writing descriptive texts of grade 10 students at Hoang Mai High School?
To ascertain the responses to the aforementioned inquiries, a meticulous plan was devised, and interventions were implemented in grade 10 lessons utilizing the mind-mapping technique Questionnaires, a pre-test, two post-tests, and interviews were employed as data collection instruments Following the synthesis and analysis of the gathered data, the attitudes of students toward the mind-mapping technique employed in writing descriptive texts could be determined, and the effectiveness of this strategy could be assessed
An in-depth analysis revealed key challenges faced by high school students both generally and at Hoang Mai High School specifically These challenges include difficulties in organizing ideas and retrieving vocabulary and concepts learned.
In total, 42 students took part in the study They all received the same treatment and all participated in responding to questionnaires, but only 1 informant was randomly chosen to join in the interviews
To get apprarent confirmation of the effectiveness of mind mapping techniques, the researcher conducted a survey questionnaire so that the participants could self-evaluate after the treatment used It is clearly shown in the data collected from the questionnaire that almost all participants expressed their positive attitudes towards the use of mind mapping techniques by expressing agreement and strong agreement with the benefits of this technique
To achieve clearer proofs, pre-test, post-tests were employed In Chapter 4, the findings indicated a significant difference in mean scores between the pre-test and the post-test 1 The much better results at the post-test 1 compared to those at the pre-test proved a remarkable improvement in the students' skills of brainstorming and using descriptive words
Mind mapping techniques were found to effectively enhance vocabulary retention and logical organization of ideas This conclusion is supported by the minimal variation in post-test scores between post-test 1 and post-test 2, indicating that the techniques aided in maintaining acquired vocabulary and structuring thought processes, highlighting the advantages of mind mapping in education.
Another channel to have more authentic evidence is from interviews The feedback of informants showed other benefits of mind mapping techniques such as encouraging students' cooperation, creating a cozy atmosphere, stimulating active minds
Mind mapping techniques offer numerous advantages for students, fostering excitement in the classroom The use of vibrant colors and visual aids enhances engagement and aids in memorization and recall This visual representation enriches vocabulary and facilitates the establishment of connections between prior knowledge and new concepts Overall, mind-mapping serves as an effective alternative to traditional methods, enhancing students' writing abilities The findings underscore the significance of mind mapping in English language instruction.
In conclusion, significant contributions to professional development as an English teacher were made through the examination of the effectiveness of mind mapping techniques in this thesis The experience emphasized the importance of crafting tailored activities for students The hope is that this study proves valuable not only to fellow English teachers but also to educators across various subjects.
Implications
Based on the data analysis results of using mind mapping techniques to improve the 10th graders' skills of writing descriptive texts, it was proved that the researcher was going in the right direction in order to meet the study's objectives Therefore, this study brings about practical implications for not only the teachers of English and students at Hoang Mai high school but also other researchers as follows:
Firstly, to English teachers at Hoang Mai high school: Teachers have a crucial influence on the success of the students' learning Teachers of English group can apply mind-maping techniques in teaching skills In the classroom, the teachers need to design more activities using mind-mapping technique to motivate the students Aditionally, the teachers should be more creative in teaching English especially teaching descriptive texts with mind-mapping techniques
For GCSE examination success, Hoang Mai High School students should foster their English learning awareness, particularly in expanding vocabulary and generating ideas Active classroom participation, including the use of mind mapping techniques, can enhance English learning beyond descriptive texts and extend to other subject areas, promoting cognitive engagement and skill acquisition.
Lastly, to the future researchers: Hopefully, future researchers concerning the same problems can take several advantages from this research Based on the description above, the writer would like to suggest that the result of this action research should be used as an additional reference for their research It is certain that the study is also a reference for those who want to research writing descriptive texts using mind maps.
Limitations and suggestions for further studies
The study is subject to certain limitations that should be acknowledged Firstly, the research was conducted with a relatively small sample size, consisting of only 42 participants from Hoang Mai High School This limited sample size may restrict the generalizability of the findings and could benefit from future research involving a larger and more diverse participant pool
Secondly, the time constraints within the writing lessons pose a significant limitation The study took place over eight weeks, during which the teacher needed to cover the entire learning program while simultaneously introducing a new technique The limited duration of each writing lesson, approximately 45 minutes, may have impeded the in-depth group discussions among students and their thorough understanding of the new technique
Lastly, the paper's academic knowledge and methodology are constrained by the author's limitations Inevitably, mistakes and errors may be present due to these limitations The author recognizes these shortcomings and encourages future studies to build upon them for more robust and comprehensive results
In light of these limitations, it is hoped that subsequent research endeavors will address and overcome these constraints to enhance the quality and breadth of the findings in this field
The study represents an action research initiative aimed at enhancing students' skills in writing descriptive texts The obtained findings lay a solid groundwork for the teacher-researcher to formulate and execute an experimental study in the subsequent cycles of the action research The researcher anticipates that by integrating mind mapping with other instructional techniques, there is potential for further improvement in students' writing acquisition
Language learning, particularly the enhancement of writing skills in descriptive texts, presents ample opportunities for future research The lack of literature on mind mapping techniques in teaching descriptive texts in the Vietnamese context creates a research gap that offers significant potential for exploration and contribution by both the author and the broader research community.
In conclusion, this study serves as an initial exploration conducted by the researcher To deepen understanding and draw more comprehensive conclusions, further investigations and explorations are warranted The identified potential for combining mind mapping with other strategies opens avenues for future research endeavors to refine instructional approaches and contribute to the broader understanding of effective language learning methodologies
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APPENDICES: DATA OF THE STUDY
APPENDIX 1 STUDENTS’ OPINIONS ABOUT THE TEACHER'S ACTIVITIES
This survey questionnaire consists of 6 questions concerning your opinions about learning vocabulary and your feedbacks on the teacher's activities I sincerely appreciate your help in getting the following things finished The information gathered will be kept private and utilized exclusively for research purposes
Thank you very much for your cooperation!
(Please put a tick () in the appropriate column)
(1) Strongly Disagree (2) Disagree (3) Agree (4) Strongly Agree
1 Learning to write descriptive texts with what the teacher has done is really interesting
2 I am interested in these activities
3 The activities applied to write descriptive texts are various
4 It is easy to brainstorm ideas
5 The activities help write more easily
6 The activities help activate prior knowledge and link to new items
APPENDIX 2 SEMI-STRUCTURED INTERVIEW QUESTIONS
I am Đặng Tiến Anh, an English teacher at Hoang Mai high school
I am conducting my study of using mind-mapping strategy to improve the students' skills of writing descriptive texts
I sincerely appreciate your participation in my study Following the mind map lesson, I'd want to hear what you thought of the instruction
I want to thank you again for your gracious cooperation!
The purpose of this interview is to learn what 10 students from the Experimental Group think about mind maps being used in writing classes In order to provide the most vivid reflection on the technique used, the interview takes place immediately following their mind map class The questions are designed in the hope of finding out the students’ opinions about learning to write descriptive texts with mind maps, their feedbacks, and the difficulties that they have faced on the whole process
1 How do you find the teacher's activities?
2 What effects do the teacher's activities have on your skills of writing descriptive texts in the lessons?
3 What are possible difficulties in learning to write descriptive texts with what the teacher has done?
4 Do you desire to continue learning descriptive texts with the teacher's techniques? Why?
1 How do you find the teacher’s activities?
"Oh, teacher's activities in class are really interesting They help us arrange our vocabulary in categories." 8 80
"Maybe, drawing is time-consuming but we find it much easier to remember vocabularies." 8 80
- "To be honest, before our teacher applies new techniques, we do not have many interesting activities in English class
We only work silently or do the exercises in the book It is very boring But now with the activities designed by our teacher, we can work together to support the ideas of one another, which makes us enlarge our vocabularies and ideas by learning from friends."
- "To me, I find it difficult to arrange ideas or words, word phrases like the way the teacher does Honestly speaking, I am very bad at imagination I only learn to remember words or ideas just by repeatedly write them down many times"
2 What effects do the teacher’s activities have on your skills of writing descriptive texts in the lessons?
"The activities make the lessons less stressful and more exciting They help us enlarge our vocabulary lists" 8 80
"Teacher's activities help us connect ideas related to each other, which awakes our prior knowledge and vocabulary" 7 70
"Teacher's activities are effective They help us use our 6 60 creativity to arrange ideas logically.”
- "Colours and pictures in teacher's activities support us a lot in storing new words and phrases in our brain" 7 70
"The activities engage us to work together, which help inspire new ideas" 5 50
3 What are possible difficulties in writing descriptive texts with what the teacher has done?
"When working with the teacher's activities, we find it difficult to follow the lessons, the ideas may go too far from the central idea of the lesson"
"Oh, we have no difficulty in learning vocabulary with the activities given by the teacher" 9 90
4 Do you desire to continue leaning descriptive texts with the teacher’s strategy?
"Yes, I do With this technique, we can use our creativity to arrange our ideas or new words in different ways It makes us easier to remember the ideas or new language items related so that our vocabulary can be enlarged."
"Yes, I do It is really impressive to use pictures to illustrate our ideas Normally, it's difficult for us to remember meanings of new words or ideas, but now we can recall meanings of new words, ideas just by closing our eyes and imagine their meanings We like learning with teacher's new technique."
Drawing is a highly effective tool for expressing ideas By incorporating colors into our drawings, we enhance our ability to stimulate our imagination, making it easier to recall and retain information This allows us to create a visual representation of our thoughts and concepts, facilitating comprehension and retention.