Improving the 10th grade students’ english speaking ability by applying the mind mapping technique

1 Introduction 1.1 Rationale of choosing the theme As can be seen, we live in the century of the explosion of knowledge and science To catch up with the world’s changes, Vietnam needs workers with real capacity and creative thought This situation requires the education of our country to renovate totally To achieve the goal of education’s innovation, we need to pay attention to the positive teaching methods One of those is “Mind mapping” method Mind map is indeed considered as an effective tool for teaching and learning language It consists of multiple words that are linked to one subject or theme Therefore, it not only helps students brainstorm and explore ideas, concepts or problems, but also makes it easy to communicate new ideas and thought processes Mind maps are helpful in education, particularly in English classes In fact, this new approach has not widely been used in schools yet This could make difficult to get some students to know and use mind mapping in order to brainstorm the new words, grammatical points or to make an outline of writing and speaking speech Speaking is an important skill which all the students should master it well The aim of speaking lesson is to help students improve the ability of communicating with other people in English However, Based on the interview with English teacher and students of 10 th grade, I found some problems In reality, teachers of the English as Foreign Language seem difficult to find the appropriate strategies to improve the students’ speaking ability Students have less motivation in teaching and learning process, so most of them are not keen on learning English Moreover, speaking skill is still considered to be passive in my school.They not have self - confidence since they are afraid of making mistakes Besides, most students still learn by memorizing structures or ideas mechanically Most of students make a habit of speaking isolate sentence instead of a logical and systematical one This is the reason why students always find difficult to speak a foreign language such as English So teachers should help students use and develop thinking skills before speaking One of the new approach is mind mapping which Tony Buzan and Adam Khoo applied successfully to lots of areas, especially in teaching and learning English Realizing the above issues, it is necessary to create teaching and learning process that can facilitate students to learn English The process should be designed to make the students more active and creative in order that teaching and learning process is effective and pleasant The teachers can use Mind mapping technique to enhance the students’ ability in speaking It makes easier for the students to share their ideas in speaking For example, the students write the topic in the middle of paper Usually, the topic uses pictures because using pictures can help the students in arousing an imagination to open their mind After that, it is important to connect the branch of mind to the central picture, the branches use colors because the color makes mind mapping funny, increases creativity and enjoyable Thanks to colourful mind maps, students are more interested in practising English With the above background, I pay careful attention to improving my students’ speaking ability with one of the effective methods I conduct a research on using Mind Mapping technique to motivate the speaking ability of the 10 th grade students in the academic year 2019- 2020 And the statement is “Improving the 10th grade students’ English speaking ability by applying the mind mapping technique” 1.2 The aims of the study In the pre- research, I found out that the students rarely speak in English The students had not actively been involved in speaking practice, so they were not interested in speaking using the target language I focus on how to raise the speaking habit of the students, motivate their interest In order to solve the problem, I use mind mapping technique in teaching and learning process The data were collected by using unguided observation, interview, and questionnaire check list The indicators of the observation were materials, teaching techniques, and teaching learning process From the analysis, I put forward the idea to apply some lessons with mind maps to my school Curriculum in favour of English teachers in my school I tried some small changes with a hope that my students would be more motivated with the speaking lessons Thus in this study, I am trongly determined to make wellplanned lessons on the area of using mind- mapping to help students generate and organize ideas for speaking tasks in English 10 1.3 The objective of study - Students in classes 10C2 and 10C5 at Vinh Loc high school - Applying the mind mapping technique in speaking lessons to improve speaking skill for my students 1.4 The methods of study I have conducted this study basing on: - Researching in the process of teaching English 10 at Vinh Loc high school - Observing and analizing students’ habit, attitude and situations of learning English - Reading reference books and studying the documents on the Internet - Discussing and exchanging my experience with my colleagues - Applying the study in teaching process - Observing and drawing out experiences Discussion 2.1 Mind maps 1.1 Definition of mind mapping technique A mind map is a diagram used to visually organize information A mind map is often created around a single concept, drawn as an image in the center of a blank landscape page, to which associated representations of ideas such as images, words and parts of words are added Major ideas are connected directly to the central concept, and other ideas branch out from those Mind mapping was developed as an effective method for generating ideas by association in the 1960s (Murley, 2007) A mind map is a graphic organiser in which the major categories radiate from a central idea and sub-categories are represented as branches of larger branches It is a visual tool that can be used to generate ideas, take notes, organise thinking, and develop concepts (Budd, 2003; Murley, 2007) In other words, it is a tool for language teaching that helps the teacher introduce or bring together multiple words that are linked to one subject or theme As with a traditional outline, a mind-map is based on organising information via hierarchies and categories Based on the explanation above, mind mapping technique can make the students more creative and easy to develop their mind 2.1.2 Technique of making a paper – pen based mind-map To make a paper-pen based mind map, it is recommended to use a large sheet of white blank paper and turn it lengthwise, that is, in a landscape orientation Pens that are used are in multiple colours and varying thicknesses (Murley, 2007) The following procedures are presented to describe how to make a paper-pen based mind map: - Place the central theme or main idea or controlling point in the centre of the paper We may find it easier to place our page on the side, in landscape orientation, which is easier for drawing purposes - Use the connection between the central theme or main idea The relationships are important, as they may form our essay paragraphs - Avoid without major pauses or editing It is important in the initial stages of mind mapping to consider every possibility of ideas, even those we may not use - Choose different colours to symbolise different things The method is entirely up to us, but try to remain consistent so that we can better reflect on our mind map at a later stage - Leave some space on our page The reason for this is that we can continue to add to our diagram over a period of time (Mindmap drawn by Ngoc Anh - class 10C2) 2.1.3 Technique mind- mapping software Mind maps can be created on paper but are more easily and fluidly created on a computer with mind mapping software There are a number of software packages that can be used to create mind maps on a computer such as Tony Buzan's iMindMap8, Tony Buzan’s iMindMap 9, Mindjet MindManager Professional software, software Inspiration, Visual Mind software, Software Free Mind , Edaw Mind Map ( Inserting pictures), or Microsoft Word, image center can easily search on the internet The drawer should comply with the following steps: - You start a mind map at the center, with a Main Idea All the information you add from this point on should relate to this Main Idea, so it helps you stay focused - Then you can just start entering ideas (Main Topics) that come to you when you think of the Main Idea You can just enter them or jot them down in the order they come to you - Once you have a lot of ideas written down, then you can start grouping them into a logical structure If you’re using pen and paper, it’s probably easier to create a new map, organizing the ideas you came up with If you’re using a computer, just drag and drop the Main Topics to where you want them - Now you can go one step further, and break down each idea into its component parts (Subtopics) This might involve the entering information you’ve found, or ideas that have occurred to you - Unlike most writing processes, mind mapping supports - encourages, nonlinear thinking It allows the map maker to move around, to follow their interests But it does all of this within an organized framework Right brain Left brain (Mind map about mind map drawn on Tony Buzan’s imindmap by the writer) 2.2 Problems of speaking activities There are many problems faced by the learners in speaking activities Furthermore, according to Ur (1991:121), there are four problems faced by the learners in conducting speaking activities They are as below: 2.2.1 Inhibition Unlike reading, writing, and listening activities, speaking requires some active responses from the audience Learners are often inhibited about trying to say things in a foreign language in the classroom: worried about mistake, fearful of criticism or losing face, or simply shy of the attention that their speech attracts 2.2.2 Nothing to say Even if they are not inhibited, learners often hear learners complain that they cannot think of anything to say: they have no motivation to express themselves beyond the guilty feeling that they should be speaking 2.2.3 Low and uneven participation Only one participant can talk at a time if he or she is to hear, and in a large group This means that each one will have only very little talking time This problem is compounded the tendency of some learners to dominate, while other speak very little or not at all 2.2.4 Mother tongue use In classes where all or a number of the learners share the same mother tongue, they may tend to use it, because it is easier It feels unnatural to speak to one another in foreign language, and because they feel less ‘exposed’ when they are speaking in their mother tongue When they are talking in small groups, it can be quite difficult to get some classes; particularly the less disciplined or motivated ones, to keep to the target language Considering these problems, inhibition is seen as the first element affecting to the students’ ability because the fluency of speaking depends on speaking habit Thus, it is very important for teachers to help them take shape in their mind at the beginning while speaking any languages So, what is the best way to decrease inhibition? In this innovation, what the writer stresses on one of the positive teaching methods is Mind mapping technique 2.3 The relation of mind maps and speaking ‘s ability Mind mapping is an effective visual way to connect and organize our thoughts because it conducts the color, picture, symbol, and association Using a mind map can help us to plan and to deliver our speech or our interview logically Drawing a mind map can convey ideas to be presented visually as a supporting material for speaking about the lesson At this case, the students can produce their own mind maps to answer questions which are formulated for speaking It can be done individually, pair work, or group work By using mind map, students can produce oral language in a coherent, cohesive, clear, organized, and memorable way because its advantages are to describe, compare, classify, make sequence, and make a decision It also allows them to expand their vocabulary and associate new and old words to images that help to convey meaning easily in a specific context These mind maps serve as a record of the learner's thinking process and can be used to assess students' knowledge and understand the content, thinking skills, and creativity (Steve Darn, 2012) Creating mind maps require the understanding of the basics of mind maps Literacies and critical thinking are also presented in the use of mind maps We can see mind maps created by the students to prove that Selecting appropriate images and relating them to concepts and ideas should be done by the teacher to allow students share their knowledge in the map They can discuss it critically and make this as a good tool that helps them talk in a clear, organized, and fun way They notice that mind maps use images, words, and arrows to show the relations They are placed in the graphic in a specific way Then, the students need to follow relations in order to read and talk about them By using this way, students become creators that inspire and help others to keep on creating In conclusion, the effectiveness of using pictures, color, and association in mind map relate with the needs of the students to produce their oral sounds, called as speaking It can be done not only in individuals, but they can make their own groups, which can help each other to speak (Doris Molero, 2012) 2.4 Application of mind maps in teaching speaking lesson in English 10 textbook Having recognized the relation between mind maps and speaking ability, on scale of a teaching experience I stress on applying mind mapping technique to some speaking lessons in English10 textbook at Vinh Loc high school 2.4.1 Strategies for teaching speaking lesson with mind mapping in English 10 textbook In term of this teaching experience, I would like to suggest some tips for a successful speaking lesson It is necessary for teacher to comply with the following suggestions to teaching procedure Pre- class: Activity 1: Planning This is an important stage which results in an effective lesson - Select a form of mind map which is appropriate to the lesson: information gap, role play, discussions, debate, retelling stories and interview - Determine whether a class, group, pair or individual mind map is the most appropriate - Decide or have students decide on the most useful concepts around which the mind map is to be developed Activity 2: Organizing - Draw suggested mind maps on paper with coloured pens or on softwares such as Edraw mindmap, Imindmap 8, Imindmap 9… - Print handouts and suggested tables or labels - Prepare a lesson plan according to the objectives of unit On my experience, teacher should diversify the forms of activities: a class, group, pair or individual work In addition, Teacher had better insert small games into teaching activities with mindmaps In-class: Activity 3: Teaching - Present main idea, linguistic data including pictures and table as well as useful languages - Model how to create mind maps: a main topic → main ideas → Subideas Teacher shows suggested mind maps if necessary - Manage the whole class through a variety of activities + Give students time to develop their mind maps and make connections in their own ways ( Advanced classes) + Filling - mindmaps (basic classes) *Pair- work (Making conversation or interviewing) Asking and answering about music after drawing mindmap at class 10C2 * Group- work with mind mapping (discussion) Group A of class 10C5 draws and discusses about the threat “Beaches filled with plastic bags” * Whole – class (all the topics) The whole class 10C2 completes the mindmap about the advantages of the zoos of new kind * Individual work (Post- speaking, checking, retelling a story) Individual work with mindmaps before speaking at class 10C5 Activity 4: Presentation A brilliant way to develop student’s communication skills is through presentation However, students can easily become bored while listening to others present Mind maps act as visual information providers and encourage the audience to engage with the material that is being presented - Use mind maps drawn to activate brain storming - Display the maps in front of the whole class - Present individually as a representative, in pairs or one after another in a group At first, Teacher let students use their mindmaps to speak After some lessons, Teacher should encourage them to speak fluently without mind maps Presentation of a group B representative at class 10C5 Activity 5: Fullfilling and feedback - Fullfill the ideas in the maps through summarizing student’s idea - Give a full mind map or check 2.4.2 Essential factors to help the teacher to succeed in using mind maps in speaking lesson It is clearly that teaching method of the teacher is extremely important Students will be motivated or demotivated depending on the teacher's method of teaching and organizing the activities As a result, The teacher has to manage the classroom well in order to build the conductive classroom atmosphere in what situation the students could get enjoyable study process and seriously follow the teaching instruction In this case teacher builds up the lesson with some more games such as brainstorming with key word, quick hand quick eyes, gap- filling, where is it? As the teacher, we are best placed to select the method that provide us with the information we want about what the students understand, so that we can plan our teaching sessions to meet their learning needs more accurately Can we think of other ways to adapt a mind map for different purposes in the elementary classroom? - Select and fill-in mind mapping: Create a mind map and then remove about one third of the concept labels These deleted concepts are placed in a numbered list on the map and students choose among them - Fill-in mind mapping: Construct a mind map and then remove all of the concept labels, while keeping the links Ask the class to fill in the labels in a way that makes structural sense - Selected terms mind mapping: Provide a list of concept labels and ask students to construct their maps using only these labels The focus here is on the linking relationships, and building the students’ appreciation of the complexity of the topic - Seeded terms mind mapping: Provide your students with a small set of concept labels (five to ten) and invite them to construct a mind map using these, along with an equal number of blank labels that they can use for their own ideas, based on their knowledge of the topic - Guided choice mind mapping: Present your student with a list of approximately 20 concept labels from which students should select a given number to construct their mind maps - Mind mapping technique by using mini pictures was useful and good to improve the students’ speaking ability achievement 2.5 Applying the research of teaching in the field 2.5.1 Demonstration of teaching In this teaching experience, I would like to show one teaching plan, materials and illustrated mind maps which were applied successfully to speaking lessons in English 10th textbook 10 Period: 28 UNIT 5: TECHNOLOGY AND YOU LESSON 2: SPEAKING I OBJECTIVES: Educational aim: By the end of the lesson, Students should appreciate the modern inventions that make our life comfortable and should know how to use them properly and economically Knowledge: Expressions or sentences ask for and give information about the uses of modern inventions and information technology Skill: Speaking through brainstorming, drawing the mind maps, presentation ability Orientation of developing students’ potentiality: Enhance language skills, group work and independent leading II METHODS: Communicative approach, team work, pair work and individual work III TEACHING AIDS: Whiteboard markers, mind maps, projector, handouts, pictures of modern inventions such as: TV, Radio, IV PROCEDURE: Class arrangement: (1mn) Teacher’s activities Students’ activities WARM-UP(5mns) Activity 1: Guessing game Aim: Warm up the atmosphere of the class when attending the game it is also easy for students to understand the content of lesson through pictures Team work - Divide the whole class into two big - Work in groups of two in the teams: A and B class - Give pictures about modern - Team has to guess what the inventions: word is TV cell phone radio electric cooker air conditioner computer - Ask ss to tell the topic of the lesson “Guess what topic we are going to talk about?” LEAD IN: Now, we are going to talk - Guess the topic of the lesson about the uses of modern inventions thanks to the game above Unit 5: Technology and you Modern inventions B Speaking 11 PRE- SPEAKING (8mns) Activity : Asking and Answering Aim: Help students make acquaintance with the mind map through asking and answering about the uses of modern inventions thanks to the suggested mind map on the screen - Note that five inventions are in the above game Encourage students to fill in the mindmap before asking and answering in front of the class (Deliver handouts) - Have Ss work in pairs: Asking and answering questions about the uses of modern inventions after having discussed and filled in the mindmap - Go around the class and provide help if necessary - Take notes the structures : Can/Could you tell me what + Noun + is used for ?  Well It is used to + V (inf )  It is used for + V (ing) - Call on some pairs to ask and answer in front of the class - Work in pairs to fill the information in the map A: Can/Could you tell me what the radio is used for? B: Well, it’s used to listen to the news and learn foreign languages A: Can/Could you tell me what the TV is used for? B: Well, it’s used to watch football matches, and TV game shows A: Can/Could you tell me what the fax machine is used for? B: Well, it’s used to send and receive letters quickly A: Can/Could you tell me what the electric cooker is used for? B: Well, it’s used to cook rice and keep rice warm A: Can/Could you tell me what the air conditioner is used for? B: Well, it’s used to keep the air cool when it’s hot and vice versa - Practise in front of the class WHILE- SPEAKING (10mns) Activity 3: Task Completing the mindmap about information technology Aim: Help ss brainstorm the uses of information technology from verbs - Ask them to complete the sentences by - Work in groups or indiviually - Read the sentences carefully using the words in the box - Ask Ss to study the sentences carefully and complete the mindmap 12 before deciding which word to be used through using verbs in the box - Explain them some new words Transmit (v) /trænz’mit/ Receive (v) /ri 'siv/: Process (v) /prə’ses/: Store (v) /‘stɔ:r/: Hold (v) /həuld/: Design (v) /di‘zain/: - Read and encourage students to read in - Read in chorus chorus - Give correct answers: “ Information technology is very useful to our lives It allows us to:” store very large amounts of information transmit information quickly process information as soon as we receive it With the development of information technology we can now send messages from one computer to another hold long distance meetings in which the participants can see each other on a screen make use of central stores of information send TV programmes to other - Call on or representatives in each countries group to take turn to talk loudly in front receive TV programmes from other countries of the class design houses, bridges, gardens - Check mistakes and give feedback and buildings Activity - Reporting (15mns) “The uses of modern inventions or information technology” Aim: Help students brainstorm and remember the ideas they have known in the tasks above, improve the presentation ability by speaking - Have Ss work in groups and talks - Work in groups and choose one about their most favourite invention of main topic and brainstorm the our daily life uses of one thing thanks to the 13 - Call on some Ss to give’ a short talk mindmaps they have finished about their favourite invention in front of - Report in front of the class the class POST- SPEAKING (5mns) Activity 5: Feedback and correction Aim: Create the chance of correcting each other for students and correct some mistakes - Give comments and marks - Write some typical mistakes and error on the board for peer correction - Provide correction when necessary and call on the best student to make a good speech CONSOLIDATION AND HOMEWORK - Summarise the main points Assigns homework - Remind the students to prepare the next lesson - Whole class * Handouts : No Modern inventions Radio Their uses listen (news/ music) learn (foreign languages) Television watch(news/ performances/ football matches/) learn (foreign languages) Fax machine send (letter/ picture) quickly receive (letter/ picture) quickly Electric cooker keep (food/ rice) warm cook (rice, meat, fish) Air -conditioner keep air (cool/ warm) when it (hot/ cold) Computer visit (shops/ offices) manage large collections of data 14 15 * Mindmaps drawn by students: 16 2.5.2 Finding and comments Having applied mind maps created by information technology to teach English 10, I could affirm that this method bring to my lectures much effectiveness Not only lessons with mind mapping add students’ interest but they help my students improve speaking and presentation skills as well I have done the experiments with mind mapping for the students of 10 th grade in academic year 2019- 2020 As a result, more and more students feel active and confident with speaking English because they have ideas and thoughts with mind maps Furthermore, Speaking lessons become more interesting thanks to drawing colourful mind maps This is the reason why students study better Comparing students’ speaking English skill before and after applying new method to teach speaking skill The result of these investigations is counted up with the following table: Percentage Percentage Class Aspects of survey before after applying new applying new method method Paying attention to the 55% 94% lesson 10C5 Confidence and activeness 44% 87% (44 students) of speaking Brainstorming ability 53% 97% English speaking ability 45% 76% Presentation competence 46% 81% Paying attention to the 41% 85% 10C2 lesson (42 students) Confidence and activeness 34% 71% of speaking English Brainstorming ability 38% 73% English speaking ability 24% 64% Presentation competence 22% 75% There are many factors that can be investigated to enhance speaking skill in learning English This study has only studied students' speaking skill in some learning activities with mind maps in unit in the English 10th textbook Conclusion and recommendations 3.1 Conclusion of the study As be mentioned before, Inhibition is seen an serious problem that students usually have in speaking English In fact, from observing and interviewing most of students feel timid and passive while they have to take part in a speaking class Furthermore, fewer learner could make a speech or some sentences in front of the whole class because they couldn’t think any logical ideas, any linked words about a topic In some speaking lessons, only about a few good students had occasion to practice speaking skill The other students just sat in their seat and listened to speaker All the above situations make a bad speaking 17 habit of vietnamese learners In order to catch up with the students’ needs and interest as well as to enhance the effectiveness of learning English, mind mapping technique is an effective way to help teachers to solve this problem Based on the research, I recognized that the use of mind mapping technique in teaching speaking could improve the tenth year students’ achievement on speaking ability at my school in the academic year 2019- 2020 By observing the students’ questionnaire, 91% of students enjoy mind mapping which was applied in their classroom in teaching speaking 85% of them feel more self – confident and active in speaking lesson They are excited about drawing their thoughts and presenting their mind maps in front of the class Drawing mind maps before presentation improve their speaking ability in the presence of many listeners With mind mapping technique, most of students like learning to speak English I hope all these results will make a good speaking habit for the 10 th grade students in order that they will certainly become better in grade 11, 12 I would like to thank my lovely students, my colleagues, and others having helped me to complete this teaching experience and I hope to be received your contributions to make my research more perfect 3.2 Recommendations Based on the above conclusions, I promotes suggestions for the teacher and the researcher especially about the method in teaching speaking Suggestions for the English teachers Realizing that the use of Mind Mapping technique was successful as a good strategy that can improve the speaking ability of the tenth grade students I suggested the English teachers create more creative strategies, and investigating the effectiveness of mind mapping for students at grade 11, 12 Suggestions for the future researchers It is suggested for future researchers to conduct a similar study in other levels of the students and teaching media to see whether it is applicable and effective for improving the students’ speaking ability I also hopes the other researchers will prepare the planning of the research well and develop some dimensions, which have been observed deeply This is my personsal study, so some mistakes are unavoidable I hope to get any comments from kind-hearted colleagues so as that my research will be better Thank you so much! THE CONFIRMATION OF THE HEADMASTER Thanh Hoa, June 27th 2020 I hereby declare that this is my experience initiative and no parts of the initiative have been copied or reproduced by me from any other’s work with acknowledgement Writer 18 MA Nguyen Thi Ha Vu Thi Khuyen APPENDIX QUESTIONNAIRE (Before innovation) This questionnaire is designed to survey for a study on effectiveness of mind mapping for the 10th form students in teaching and learning speaking lesson at my school Your contribution is of great importance to my teaching experience I would be very grateful for your contribution Please read carefully and answer the questions below Have you ever learnt English with mind maps ? ………………………………………………………… ………………… Are you interested in practising speaking skill? ………………………………………………………………………… Do you often make a conversation or speech in English in front of the class? …………………………………………………………………………….… What difficulties you have in speaking lessons? ( inhibition, influence of mother tongue, lack of words, other ideas) ……………………………………………………………………… … … Do you like to learn speaking lessons in English 10th textbook? …………………………………………………………………… ……… Do you feel confident and active while communicating or presenting a spoken speech ? What activities made you interested in speaking lessons at secondary school? ……………………………………………………………………………… Do you like to communicate and discuss in English ? …………………………………………………………………………… Other ideas ……………………………………………………………………………… ……………… …………………………………………………………………………………… … …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………… THANK YOU VERY MUCH FOR YOUR CO-OPERATION 19 APPENDIX QUESTIONNAIRE (After innovation) This questionnaire is designed to survey for a study on effectiveness of mindmapping for the 10th form students in teaching and learning speaking lesson at my school Your contribution is of great importance to my teaching experience I would be very grateful for your contribution Please read carefully and answer the questions below When you start using mind maps to learn English? …………………………………………………………… …………… … Do you like to take part in speaking activities? …………………………………………………………………………… … How you think about your presentation skill in the presence of many listeners? ……………………………………………………………………….…… Can the colourful mind maps motivate your brain before/ while speaking? ……………………………………………………………………………… Are you interested in the speaking lessons with mind mapping technique? ……………………………………………………………………… …… Do the prepared mind maps help you become more active while speaking? …………………………………………………………………………… Do you often practice English at home after the class with colourful mind maps? ……………………………………………………………………………… Is your speaking ability improved ? ……………………………………………………………………………… Other ideas ……………………………………………………………………………… ……………… …………………………………………………………………………………… … …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………… THANK YOU VERY MUCH FOR YOUR CO-OPERATION 20 ... the speaking ability of the 10 th grade students in the academic year 2019- 2020 And the statement is ? ?Improving the 10th grade students’ English speaking ability by applying the mind mapping technique? ??... construct their mind maps - Mind mapping technique by using mini pictures was useful and good to improve the students’ speaking ability achievement 2.5 Applying the research of teaching in the field... In this innovation, what the writer stresses on one of the positive teaching methods is Mind mapping technique 2.3 The relation of mind maps and speaking ‘s ability Mind mapping is an effective