the effects of mind mapping on 11th graders’ reading comprehension at le thanh ton high school in district 7 of ho chi minh city

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY _ NGUYEN THI MY CHAU THE EFFECTS OF MIND MAPPING ON 11TH GRADERS’ READING COMPREHENSION AT LE THANH TON HIGH SCHOOL IN DISTRICT OF HO CHI MINH CITY MASTER OF ARTS IN TESOL Ho Chi Minh City, 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYEN THI MY CHAU THE EFFECTS OF MIND MAPPING ON 11TH GRADERS’ READING COMPREHENSION AT LE THANH TON HIGH SCHOOL IN DISTRICT OF HO CHI MINH CITY MAJOR: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGE CODE: 60 14 01 11 MASTER OF ARTS IN TESOL Supervisor : Assoc Prof Dr NGUYEN THANH TUNG Ho Chi Minh City, 2019 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Effects of Mind Mapping on 11th Graders‟ Reading Comprehension at Le Thanh Ton High School in District of Ho Chi Minh City” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person‟s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2019 NGUYEN THI MY CHAU i ACKNOWLEDGEMENTS This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the people who have kindly contributed with enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis First of all, I am deeply indebted to my supervisor, Assoc Prof Dr Nguyen Thanh Tung, from Ho Chi Minh City University of Education, whose compassion, encouragement and guidance throughout the research have helped in the completion of this thesis I have truly learned from the excellence of his skills and from his wide experience in research; no words are adequate to describe the extent of my gratitude I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City for providing me with invaluable sources of intellectual knowledge during my study there This knowledge was very useful when I conducted this research I owe a great debt of gratitude to the anonymous participants who contributed data to this thesis Without them the data collection for this study could not properly been carried out Last but not least, I would like to express my particular gratitude to my beloved husband and my family for their unconditional love, understanding, encouragement, financial and spiritual support over time and distance ii ABSTRACT Reading comprehension is significantly important for students at all levels as it can help them enhance their foreign language learning However, teaching reading has not been concerned appropriately at many high schools in Vietnam and this is also true to Le Thanh Ton High School, at which the teaching approach has been focused on the product rather than the process of learning and limited the students‟ involvement A mind mapping strategy is believed to exert a positive effect on improving students‟ comprehension and motivating them to read Therefore, the study aimed at investigating the feasibility of using mind mapping as a strategy in teaching reading comprehension to Vietnamese high school students, particularly those at Le Thanh Ton High School in District of Ho Chi Minh City To achieve this purpose, relevant literature on mind mapping including types, benefits, time, and situations of using it was reviewed in the theory chapter to shape the theoretical framework of the study Based on this conceptual framework, the study was conducted Le Thanh Ton High School with the participation of 80 11th graders Data were collected through the tools of a pre-test, a post-test, a questionnaire, and interviewing, and then analyzed with version 20.0 of the SPSS software The findings of the study indicate that mind mapping technique enhanced the participants‟ reading performance and increased their positive attitudes towards reading learning Based on the research findings, the paper concluded with some pedagogical implications and a recommendation for further study in the line of research on mind mapping iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES viii LIST OF CHARTS ix LIST OF TABLES x CHAPTER : INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 1.3 Rationale to using mind mapping 1.4 Aim of the study and research questions 1.5 Significance of the study 1.6 Organization of the study CHAPTER : LITERATURE REVIEW 2.1 The understanding of mind mapping 2.1.1 Definition 2.1.2 Types 2.2 Reading comprehension 12 2.2.1 Definition 12 2.2.2 Approaches 12 2.3 The learners of reading comprehension class with mind mapping 14 2.4 The use of mind mapping inside and outside of the classroom 15 2.5 The use of mind mapping in stages of teaching reading comprehension 15 2.6 Relationship of mind mapping to reading comprehension 17 2.6.1 Enhancing reading comprehension 17 iv 2.6.2 Enhancing learning motivation 18 2.7 Procedure to apply mind mapping in teaching reading comprehension class 18 2.8 Previous studies related to the research topic 19 2.9 Chapter summary 21 CHAPTER 3: METHODOLOGY 22 3.1 Research site 22 3.2 Research participants 22 3.3 Approach and method of investigation 24 3.3.1 Approach 24 3.3.2 Methodology 24 3.3.3 Techniques of data collection 27 3.3.3.1 Pre-test and post-test 27 3.3.3.2 Questionnaire 28 3.3.3.3 Interview 29 3.4 Analytical framework 31 3.4.1 Tests 31 3.4.1.1 Grouping individual scores 31 3.4.1.2 Comparing means 32 3.4.1.3 Checking assumptions of the Independent samples t-test 32 3.4.2 Questionnaire 33 3.4.3 Interview 33 3.5 Reliability and validity 34 3.5.1 Tests 34 3.5.2 Questionnaire 35 3.5.3 Interview 35 3.6 Summary 35 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 36 4.1 Data analysis 36 v 4.1.1 Results in the tests 36 4.1.1.1 Performance of the both groups on the pre-test 36 4.1.1.2 Performance of the both groups on the post-test 39 4.1.1.3 Summary of test results 43 4.1.2 Results in the questionnaire 43 4.1.2.1 Reliability of the questionnaire 43 4.1.2.2 Students’ perceptions on the effects of mind mapping on reading comprehension 44 4.1.2.3 Students’ perceptions on the effects of mind mapping on reading motivation46 4.1.2.4 Students’ perceptions on the challenges of applying mind mapping for reading 47 4.1.2.5 Summary of students’ perceptions 49 4.1.3 Results in the interview 49 4.2 Discussion 53 4.2.1 The students‟ improvement of reading comprehension with mind mapping 53 4.2.2 The students‟ positive change in learning attitudes with mind mapping 55 4.3 Chapter summary 57 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 58 5.1 Conclusion of key findings 58 5.2 Evaluation of methodology 59 5.2.1 Strengths 59 5.2.2 Limitations 59 5.3 Recommendations 60 5.3.1 For teachers 60 5.3.2 For students 61 5.4 Suggestions for further research 61 5.5 Chapter summary 61 REFERENCES 62 vi APPENDIX A 70 APPENDIX B.1 74 APPENDIX B.2 80 APPENDIX B.3 85 APPENDIX C 89 APPENDIX D 94 APPENDIX E.1 100 APPENDIX E.2 103 APPENDIX F 105 APPENDIX G 106 APPENDIX H 107 vii LIST OF FIGURES Figure 2.1: Example of a mind map (Buzan, 2011) Figure 2.2: An example of Network Tree Map Figure 2.3: An example of Event Chain Map 10 Figure 2.4: An example of Cycle Concept Map .10 Figure 2.5: An example of Spider Concept Map 11 viii Question 12: Fifty years ago one third of the electricity in the United States was provided by A wind B waste products C water D oil Question 13: In the second paragraph, the phrase “synthetic fuels” could best be replaced by which of the following.‟ A biological fuels B low burning fuels C fast burning fuels D artificial made fuels Question 14: Which of the following is NOT mentioned in the passage as an alternative source of energy? A burning of garbage B geothermal power C synthetic fuels D electricity Question 15: According to the author, the impracticability of using coal, oil shade and coal tars as sources of energy is due to _ A their being time consuming B their being money consuming C the scarcity of sources D the lack of technology PASSAGE The Asian Games, also called the Asiad, is a multi-sport event held every four years among athletes from all over Asia The games are regulated by the Olympic Council of Asia (OCA) under the supervision of the International Olympic Committee (IOC) Medals are awarded in each event, with gold for first place, silver for second and bronze for third, a tradition which started in 1951 The Asian Games are dominated by the People's Republic of China Competitors are entered by a National Olympic Committee (NOC) to represent their country of citizenship National anthems and flags accompany the medal ceremonies, and tables showing the number of medals won by each country are widely used In general only recognized nations are represented, but a few no sovereign countries are allowed to take part The special case of Taiwan was handled by having it compete as Chinese Taipei, due to the political status of Taiwan The 15th Asian Games were held in Doha, Qatar from December to December 15, 2006 The 16th Asian Games will be held in Guangzhou, China in 2010 Question 16: Which of the following is true? A The Asian Games are held every year B The International Olympic Committee is the founder of the ASIAD 96 C The first gold medals were given to, the winning athletes in 1951 D The Olympic Council of Asia organizes the Games Question 17: The People's Republic of China _ A is the strongest in the Asian Games B is the host of the Asian Games C is not allowed to take part in the Games D refuse to enter the Games Question 18: In the medal ceremonies _ A the competitors are entered to represent their country of citizenship B national anthems are played C the number of medals won by each country is first announced D the winners are given a string of 'flowers Question 19: Which of the following is not true of the right to participate in the Asian Games? A Only recognized nations are allowed to take part B Almost every nation can take part in the Games C Non-sovereign countries are also allowed to participate D All are correct Question 20: Which of the following is not true according to the passage? A Qatar was the host country in the 15th Asian Games B The 16th Asian Games will take place in China C Taiwan was not allowed to take part in the 15th Asian Games because of its political status D During the Asian Games, athletes from all over Asia come together to compete 97 PASSAGE There is one planet that still fascinates and teases scientists mainly because it doesn't have an atmosphere to obscure observation, yet it is not big enough for sufficiently accurate telescopic observation The fact that it is also very close to the sun also makes it difficult for astronomers However, space telescopes have told us a lot more about Mercury It is rather similar to Earth's moon and to Mars There are mountainous areas dotted with craters and large valleys which are uncratered The moon's valleys have fewer cracks and the ridges are smoother Mercury's valleys are filled with volcanic rocks, similar to on the moon, yet there is no evidence of volcanoes, even extinct ones, on Mercury, as there is on the both Mars and the moon, and of course here on Earth So, scientists presume the valleys on Mercury were caused by different things, that is to say not by volcanoes, but by very large meteorites, which also caused the cracks in the terrain and left the ridges rough and uneven More and better photos of Mercury are needed to prove what are at present at best only hypotheses Question 21: What is the topic of this passage? A The planet, Mercury B Observation of planets C The Earth's moon D Astronomers' difficulties Question 22: Why does Mercury still tease scientists? A Because it has an atmosphere which obscures observation: B Because it is too close to the sun; C Because it is too small D Because it is difficult for space probes to get close to Question 23: What is true about Mercury but not true about the moon or Mars? A The valleys are filled with volcanic rocks B There are no volcanoes C The valleys are unchartered D There are hilly regions Question 24: What does the author imply space telescopes can better than land-based telescopes? A Show the volcanoes on Mercury B Show the meteorites which hit Mercury C Show what caused Mercury‟s valleys 98 D Show more of the planet, Mercury Question 25: What can we infer from the passage that astronomers still need to get more detailed observation of Mercury? A Better and more space telescopes B More hypotheses C Larger space telescopes D More ways to prove hypotheses 99 APPENDIX E.1 QUESTIONNAIRE IN ENGLISH VERSION I am conducting a research into the effect of mind mapping on 11th graders‟ reading comprehension In order to finish my study, please spend some valuable time to read and answer the following statement by sticking (√) in the box you choose If the statements are not of a multiple choice type, please fill in the blank Your responses will greatly contribute to the success of the study Your personal information will be kept confidentially and used ONLY for the research Thank you very much for your cooperation PART 1: PERSONAL INFORMATION Direction: Please fill in the blanks and stick (√) at the suitable box Full name: ………………… Gender: □ Male □ Female PART 2: READING LEARNING Direction: Please mark a stick (√) in the box that best represents your level of agreement for each item below Strongly Disagree Uncertain Agree Strongly agree disagree 100 No Scale Content I Perceptions about the effects of mind mapping on reading comprehension The strategy helps me to recognize the text structure and organization of ideas The summary using the map helps me remember ideas in the text The strategy helps me to analyze the relationships between ideas The strategy helps me identify the main idea of the text The strategy helps me answer comprehension question better I find it useful for me to comprehend the texts regardless of unknown words The strategy helps me relate my previous knowledge with the topic The strategy helps me predict the content of the text, so I not have difficulty approaching it II Perceptions about the effects of mind mapping on motivation 10 11 Mind mapping makes the learning atmosphere in reading classes become more active I prefer learning reading with mind mapping This strategy is suitable for teaching reading comprehension in high schools 12 I feel confident of understanding the text 13 I actively participate in discussion and learning process 14 I can use this strategy for self-learning outside classroom 15 The strategy helps me become more interested in the text 16 I feel motivated in reading the text 101 III Perceptions about the challenges of mind mapping 17 18 19 20 I find most people don‟t understand what my mind mapping about without introduction Using mind mapping to explore the texts costs much time It will cost time and experience to become a good mind mapper I find it challenging to my level in the effective use of mind mapping 102 APPENDIX E.2 QUESTIONNAIRE IN VIETNAMESE VERSION PHẦN THÔNG TIN CÁ NHÂN Họ Tên : ………………… Giới tính : □ Nam □ Nữ PHẦN ĐÁNH GIÁ VỀ PHẦN HỌC ĐỌC HIỂU THÔNG QUA SƠ ĐỒ TƢ DUY Xin vui lòng đánh dấu (√)vào mức đánh giá bạn thấy phù hợp Rất không đồng ý Không đồng ý S Phân vân Rất đồng ý Thang đánh giá Nội dung TT Đồng ý I Đánh giá hiệu sơ đồ tƣ việc đọc hiểu Phương pháp giúp xác định cấu trúc , cách xếp ý tưởng đọc Dùng sơ đồ tư viết tóm tắt nội dung đọc giúp tơi tái lại thông tin đọc Phương pháp giúp tơi biết phân tích mối liên hệ ý tưởng Phương pháp giúp xác định ý đọc Sơ đồ tư giúp trả lời câu hỏi đọc hiểu tốt Phương pháp giúp hiểu đọc dù có từ tơi chưa biết Phương pháp giúp tơi liên hệ kiến thức với chủ đề học 103 Phương pháp giúp tơi đốn nội dung đọc nên không bỡ ngỡ đọc II Đánh giá việc dùng sơ đồ tƣ có tác động đến động lực học đọc 10 Phương pháp tạo bầu khơng khí học đọc tích cực Tơi thích việc áp dụng phương pháp tiết học đọc hiểu Phương pháp thích hợp cho việc học đọc hiểu 11 trường phổ thông 12 Tôi cảm thấy tự tin trả lời câu hỏi đọc hiểu 13 14 Tơi tham gia tích cực vào q trình học, thảo luận lớp Tơi sử dụng phương pháp để tự học ngồi lên lớp 15 Phương pháp giúp tơi thích thú với đọc 16 Tơi cảm thâý có động lực đọc III Những thách thức việc áp dụng sơ đồ tƣ việc đọc 17 18 19 20 Tôi thấy người khơng hiểu sơ đồ vẽ khơng có chút hướng dẫn Dùng sơ đồ tư để tìm hiểu đọc tốn nhiều thời gian Sẽ nhiều thời gian trãi nghiệm đề trở thành người vẽ sơ đồ tư thục Tôi thấy khó để sử dụng sơ đồ tư hiệu trình độ Xin chân thành cảm ơn! 104 APPENDIX F INTERVIEW PROMPTS Question 1: What is your understanding of mind mapping concept? Question 2: How does mind mapping facilitate your reading comprehension? Specify your response Question 3: Does mind mapping increase your motivation on reading learning? Why (not)? Question 4: What difficulties you confront when using mind mapping for reading tasks? Question 5: Do you want to learn reading with mind mapping? Explain for your response 105 APPENDIX G A SAMPLE OF THE PRE-TEST AND POST-TEST SCORES No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Experimental Group Pre-test Post-test 6.4 4.4 7.6 5.2 4.4 5.6 3.6 5.6 4.4 4.4 7.2 7.2 7.2 4.4 3.6 4.8 8 7.2 4.4 3.6 5.2 6.8 5.2 7.6 4.4 5.6 5.2 4.8 4.4 3.6 6.4 7.2 7.2 4.4 6.8 5.2 6.4 5.2 6 6 8 5.2 8.4 5.6 4.8 5.6 8.4 8.4 6.4 5.6 5.6 7.2 4.8 5.6 6.8 4.8 5.6 5.6 5.6 5.2 Control Group Pre-test Post-test 4.8 5.6 6.8 4.4 7.2 6.4 3.2 5.2 4.8 4.4 7.6 3.2 6.4 3.2 7.2 5.6 5.2 6.4 6.8 6 5.2 4.4 4.4 7.2 3.6 5.2 4.4 4.4 3.6 106 4.8 5.2 3.6 7.6 6.8 4.4 5.2 5.2 5.6 7.2 5.2 8.4 6 5.2 7.2 4 4.8 5.6 7.6 6.8 5.6 5.2 4.8 5.2 4.8 3.6 4.4 5.2 3.6 5.2 5.2 APPENDIX H INTERVIEW PROMPTS HIGHER SCORE Question 1: What is your understanding of mind mapping concept? S1 : In my opinion, mind mapping is a way of taking notes what we read using images, symbols and words or parts of words in a diagram Through diagram the writer can recall all information they read easily S2: I think mind mapping is a visual framework such as figures, diagrams or charts used to display structural knowledge This technique helps students communicate information by clarifying complex concepts into simple, meaningful displays S3: I suppose mind mapping is a graphic organizer including main idea connected others branches present supporting ideas It can be used to generate ideas, take notes and improve memory Question 2: How does mind mapping facilitate your reading comprehension? Specify your response S1 : It help me structure my thoughts No matter how complex an idea or big topic, mind map can brings order into the chaos Besides, mind mapping enables students to get a clear overview of a topic Students can find and comprehend the connections between pieces of information Through making map, I can remember the main point of the reading text S2: Mind mapping includes many branches with color, images and single keywords which improve students‟ memory S3: Mind mapping with short phrase and my own words, I can recall the topic as well as main point of the reading text It is a good way to take notes Through making map, the 107 writers can expose their creativity during reading stage Reading with mind mapping enhances reading skills such as skimming and scanning Question 3: Does mind mapping increase your motivation on reading learning? Why (not)? S1: Yes, a lot Using mind mapping I can make the map creatively with my own words S2: Yes, of course Taking notes using mind mapping help me recall information easily S3: Yes, quite a lot Mind mapping is a good way to remember the overview of topic because it contains images, picture, key words which is difficult to digest in full written sentences Question 4: What difficulties you confront when using mind mapping for reading tasks? S1: In fact, the most difficult thing in making map is lack of vocabulary Sometimes there are a lot of complex words which I wasn‟t able to find other similar words to replace S2: I think I have difficulty to classify the ideas into braches of the map Sometimes I make some mistakes in this aspect S3: I don‟t get much trouble in making mind mapping I get used to making map when I was in grade 10 I think my map is my own one which is difficult for other to read it without my instruction Question 5: Do you want to learn reading with mind mapping? Explain for your response S1: Yes, I because it makes my class more active Students have a chance to present their own map in front of the rest of class Students get more confidence in public speaking 108 S2 : Yes, I Mind mapping is a good way to take notes Through the map students can recall the information easily S3: Yes, of course I think student will have a chance to perform their talent in drawing, describing and presenting also As far as I‟m concerned, I can remember the main point as well as detail information when I glanced at my own map From the map, I can the reading task more quickly and highly exact -INTERVIEW PROMPTS LOWER SCORE Question 1: What is your understanding of mind mapping concept? S4 : As I know, mind map is a diagram includes pictures, images and short phrases which help writer to recall information they read S5: I think mind mapping is a way of taking notes People can use images or chart or symbols to make it S6: In my opinion, mind mapping is a kind of pictures using many color, pictures and symbols and key words to note all the ideas of the reading text Question 2: How does mind mapping facilitate your reading comprehension? Specify your response S4: I think it can help me to summarize the reading text S5: Reading through mind mapping is quite take time Sometimes I can‟t recognize the main idea in the text S6 : Through the map I can recall the information better However, making map forced students to understand all the key words which is sometime quite difficult for me 109 Question 3: Does mind mapping increase your motivation on reading learning? Why (not)? S4: I think it helps a little bit Through diagram, students have a chance to exchange and discuss the topic together S5: Not much Because I don‟t understand the text thoroughly, I can‟t make map well There are many new words which is difficult for me to recognize their meaning S6: yes Sometimes making map is quite enjoyable All members in class can share and exchange their idea to understand the text more Question 4: What difficulties you confront when using mind mapping for reading tasks? S4: I think there are many new words is my biggest trouble in making map S5: I have difficulty in reading text, It doesn‟t seem to be clear to me when I read it S6: Sometimes we can‟t understand the map of others which takes time to conduct the reading text Question 5: Do you want to learn reading with mind mapping? Explain for your response S4: I think we can learn with mind map but not often because students need time to get used to with making map S5: I don‟t think so, it is just suitable for good students For students who are weaker is very difficult to obtain S6: Yes, but it depend on the topic of the reading stage Sometimes the abstract topic is difficult for us to follow the idea 110 ...MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYEN THI MY CHAU THE EFFECTS OF MIND MAPPING ON 11TH GRADERS’ READING COMPREHENSION AT LE THANH TON HIGH SCHOOL IN DISTRICT. .. feasibility of using mind mapping as a strategy in teaching reading comprehension for Vietnamese high school students, particularly those at Le Thanh Ton High School in District of Ho Chi Minh City, the. .. STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?The Effects of Mind Mapping on 11th Graders‟ Reading Comprehension at Le Thanh Ton High School in District of Ho Chi Minh City? ?? is