(Luận văn thạc sĩ) using mind mapping techniques to develop ly thuong kiet high school 11th grade students’ reading text summary skills

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************** PHẠM THỊ THÚY VÂN USING MIND-MAPPING TECHNIQUES TO DEVELOP LY THUONG KIET HIGH SCHOOL 11TH GRADE STUDENTS' READING TEXT SUMMARY SKILLS NGHIÊN CỨU VIỆC ỨNG DỤNG BIỂU ĐỒ TƯ DUY ĐỂ PHÁT TRIỂN KỸ NĂNG TÓM TẮT BÀI ĐỌC CHO HỌC SINH LỚP 11 TRƯỜNG THPT LÝ THƯỜNG KIỆT M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI – 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************** PHẠM THỊ THÚY VÂN USING MIND-MAPPING TECHNIQUES TO DEVELOP LY THUONG KIET HIGH SCHOOL 11TH GRADE STUDENTS' READING TEXT SUMMARY SKILLS NGHIÊN CỨU VIỆC ỨNG DỤNG BIỂU ĐỒ TƯ DUY ĐỂ PHÁT TRIỂN KỸ NĂNG TÓM TẮT BÀI ĐỌC CHO HỌC SINH LỚP 11 TRƯỜNG THPT LÝ THƯỜNG KIỆT M.A Minor Thesis Field: English Teaching Methodology Code: 60.14.10 Supervisor: ĐỖ BÁ QUÝ, M.Ed HANOI – 2012 TABLE OF CONTENTS List of abbreviations iv List of figures and tables v Part A: INTRODUCTION 1 Rationale of the study Aims of the study Research hypothesis and questions Method of the study Significance of the study Scope of the study Organization of the study PART B: DEVELOPMENT Chapter I: Literature review 1.1 Reading and reading comprehension 1.1.1 Definition of Reading 1.1.2 Definitions of reading comprehension 1.1.3 The stages of a reading lesson 1.1.3.1 The pre- reading stage 1.1.3.2 The while- reading stage 1.1.3.3 The post- reading stage 1.2 Reading text Summary 1.2.1 Definition of a reading text summary 1.2.2 Steps to writing a reading text summary 1.2.3 Types of reading text summaries 10 1.2.3.1 Descriptive summary 10 1.2.3.2 Informative summary 10 iv 1.2.3.3 Evaluative summary 11 1.3 Mind mapping 11 1.3.1 Definition of mind map 11 1.3.2 Steps to create a mind map 12 1.3.3 Definition of mind mapping techniques 13 1.3.4 The classification of mind mapping techniques 14 1.3.4.1 Network tree 14 1.3.4.2 Event chain 15 1.3.4.3 Cycle concept map 15 1.3.4.4 Spider concept map 16 1.3.5 Advantages and disadvantages of mind mapping techniques 17 1.3.5.1 Advantages of mind mapping techniques 17 1.3.5.2 Disadvantages of mind mapping techniques 17 1.3.6 Steps of summarizing the reading texts through mind mapping techniques 18 1.3.6.1 Skim 18 1.3.6.2 Read 18 1.3.6.3 Mind Map 18 1.3.6.4 Study 18 1.3.6.5 Personalise 18 1.4 Related studies of mind mapping 19 1.5 Summary 19 Chapter II: The study 20 2.1 The context of the study 20 2.2 Participants 21 2.3 Rationale for using quasi-experiment 22 2.4 Experiment design 23 2.5 Research Variables 24 v 2.5.1 Independent Variable 24 2.5.2 Dependent Variable 24 2.6 Data collection instruments and procedure 24 2.6.1 Data collection instruments 24 2.6.2 Data collection procedure 25 2.7 Data Analysis procedure 26 Chapter III: Data analysis and discussions 27 3.1 Data analysis 27 3.1.1 Tests .27 3.1.1.1 Comparison between pretest scores of experimental class and control class 27 3.1.1.2 Comparison between pretest and posttest scores of experimental class and control class 28 3.1.1.3 Comparison between posttest scores of experimental class and control class .29 3.1.2 Questionnaires 30 3.2 Discussion 33 3.2.1 The effectiveness of mind mapping technique in developing students' reading text summary skills at LTK high school 34 3.2.2 Students' attitudes towards using mind mapping techniques 34 3.3 Summary 34 PART C: Conclusion 35 Conclusions 35 Recommendations 36 Limitations 36 Suggestions for further research 37 References 39 Appendixes I Appendix I vi Appendix II Appendix3 VII Appendix IX Appendix X Appendix XII vii LIST OF ABBREVIATIONS LTKHS Ly Thuong Kiet high school C Control class E Experimental class S.D Standard deviation M Mean MM Mind Mapping MOET Ministry of Education and Training List of figures and tables Figure 1: Pretest and posttest scores of control and experimental group Table 1: Activities in the post - reading stage Table 2: Background information about the participants Table 3: The design of the study Table 4: Results of t-test for comparison between the pretest scores of experimental class and control class Table 5: Descriptive statistics for the pretest and posttest scores of the experimental and control groups Table 6: Results of t-test for comparison between posttest scores of experimental class and control class Table 7: Students‟ attitudes towards teaching reading text summary through mind mapping PART A: INTRODUCTION Rationale for the study Nowadays, English is a compulsory subject in the school curriculum in Vietnam, and the teaching and learning of that international language has been recently paid great attention to Together with teachers‟ help and guidance, students have to try their best to master language skills: reading, writing, listening and speaking in order to communicate in English successfully Among these four skills, reading skill is an essential skill for further learning Especially, reading text summary skills after reading is very beneficial to students to gain better understanding and memorizing of the text Thus, students can consolidate or reflect upon what has been read and relate it to their own knowledge In addition, reading text summary contributes enormously to develop writing, speaking and listening skills However, reading text summary is not easy for students to It needs more useful techniques to help students summarize texts easily Because there are still a large number of students having poor reading comprehension not only in rural areas but also in urban ones As a teacher of Ly Thuong Kiet high school (LTKHS), I find that teaching and learning reading comprehension here still focus on grammar, vocabulary and structures Hence, students always find it difficult to understand the content of the reading text, to find the main idea, synonym or antonym of the words, and general message of the text and most of them lack of motivation to read Beside that, there are still many teachers who seem not to pay enough attention to the importance of teaching reading text summary in post reading stage due to the limited time Consequently, Students can not remember and summarize the text after reading From the above reasons, I decided to choose: “Using mind-mapping techniques to develop LTK High school 11th grade students‟ reading text summary skills” for my thesis of the MA course to help students read the text effectively and can summarize the text easily Hopefully, this study will make a small contribution to the application of teaching reading text summary approach in the post reading stage at Vietnamese high schools in general and at LTK high school in Hai Phong in particular Aims of the study The aims of this study are to find out the more useful teaching methods for improving students‟ reading text summary skills To be more specific, the primary objectives of the study were set up as follows: - To test the effectiveness of using mind-mapping techniques to develop 11th grade students‟ reading text summary skills compared to conventional techniques - To investigate the experimental students‟ attitudes towards teaching reading text summary through using mind mapping technique Research hypothesis and questions To achieve the aims and objectives, the study was designed to test the hypothesis: Teaching reading text summary in post reading stage through mind mapping techniques is more effective to the development of students’ summary skills than the traditional approach which emphasizes the memorization of words and contents of the reading passage In order to find out whether the research hypothesis would be accepted or rejected, the following research questions were formulated and to be answered Why is using mind mapping techniques effective to improve students‟ reading text summary skills? What are the students‟ attitudes towards teaching reading text summary in post reading stage through mind mapping techniques after the experimental period? Method of the study This study was conducted based on quasi-experimental research with pretest, posttest, and questionnaire in order to determine the causal relationship between REFERENCES Antonacci, P (1988) Comprehension Strategies for Special Learners Reading for Special Learners Norwood, NJ: Abex Publishing Corporation Antonacci, P (1991) Students Research for Meaning in the text through semantic mapping Social Education Brown, H D (2001) Principles of Language Learning and Teaching, 5th ed, Addison Wesley Longman, New York Buzan, Tony (2006) Buku Pintar Mind Map untuk Anak : Agar Anak Mudah Menghafal dan Berkonsentrasi Jakarta PT Gramedia Pustaka Utama Buzan, Tony (2007) Mind Maps for kids: Max Your Memory and Concentration Buzan, Tony (2010) The mind map book: Unlock Your Creativity, Boost Your Memory, Change Your Life 1st ed, BBC Worldwide England Byrne, D (1987) Teaching writing skills England Longman Campbell, D.T and Stanley, J C (1966) Experimental and Quasi-Experimental Designs for Research Chicago, IL: Rand McNally Cook, T.D & Campbell, D.T (1979) Quasi-experimentation: design and analysis issues for field settings Boston: Houghton Mifflin Co 10 Coolidge, F L 2000 Statistic: A Gentle Introduction London: SAGE Publication Inc 11 DePorter, Bobbi and Mike Hernacki (2008) Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan Jakarta Kaifa 12 Doff, A (1998) Teaching English: A training Course for Teachers Cambridge: Cambridge University Press 13 Effendi, Yusuf (2004) “The Effectiveness of Mind Mapping Technique in Increasing the Second Year Students’ reading Comprehension at SLTP Negeri 43 Palembang.” Unpublished Undergraduated Thesis Palembang: Faculty of Teacher Training and Education University of PGRI Palembang 14 Grellet, F (1981) Developing Reading Skills Mc Graw-Hill, Inc 41 15 Gardner, RC (1985) Social Psychology and Second Language Learning: The roles of attitudes and motivation London: Edward Arnold 16 Goodman (1971) Psycholinguistic universals in reading process, in Paul Pimsleur and T.Quinn (eds.) 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Englewood Cliffs, NJ: Prentice-Hall 36 Williams, E (1984) Reading in the Language Classroom New York: Macmillan, 43 Appendix 1: THE TOPICS OF READING Schedule of the research in THE post reading stage No Experimental group Week Material Week 1st -2nd Unit 11: Sources of 1st -2nd Energy Summarize the text: Fill in the blanks rd th -4 Unit 12: The Asian 3rd -4th Games, using mind mapping in the post reading stage to summarize the text 5th -6th 5th -6th Unit 13: Hobbies Using mind mapping in the post reading stage to summarize the text 7th -8th Unit 15: Space Conquest Using mind mapping in the post reading stage to summarize the text 7th -8th 9th-10th Unit 16: The Wonders 9th-10th of the World Using mind mapping in post reading stage to summarize the text Control group Material Unit 11: Sources of Energy Sts read and find the proper words to fill in the blanks Unit 12: The Asian Games In the post reading stage, the teacher asked the students to name the sports in which Vietnamese athletes have won gold medals at the Asian Games Unit 13: Hobbies In the post reading stage, the teacher asked the students to talk about their hobbies Unit 15: Space Conquest Answer and discuss the questions based on the text then complete the summary of the reading passage by putting the words/ phrases in the box into the blanks Unit 16: The Wonders of the World Answer and discuss the questions based on the text about The wonders of the World ( Adapted from Tieng Anh 11, Van, Hoang Van et al, 2002) I Appendix SAMPLE Unit 11 : SOURCES OF ENERGY Lesson 1: Reading I Aims : By the end of the lesson , students will be able to : - understand the passage - identify the main idea - guess the meaning in context - express their own ideas about sources of energy II Method: - Communicative approach III Skills : Integrated skills ( Reading skill) IV Teaching aids : Flipchart, pictures, CD player V Teaching stages : Stages Review 5’ Before reading 10’ Activities T checks sts’ previous lesson T gives picture and asks sts to look at it Sts work in pairs and guess the then answer the questions T explains the words to be sure that the students can understand the text While you Task : T asks sts to read the read text silently 20’ T asks sts to read the sentences and fill in the blanks with proper words T asks sts to compare with their partner T lets some sts answer Others remark and correct Task : Content * Words : - alternative (a) - reserve (n) - exhaust ( v) - release (v) - limited (a) Task : released limited Task : Sources of energy Nuclear power Geotherma l heat Solar energy II alternative exhausted Advantage(s) 3.energy Disadvantage( s) It’ s unlimited It can be very dangerous It’ s available It is only possible in few places It is not only It’ s on posible plentiful and during the day infinite but time After you read 9’ T asks sts to read the text again Sts work in pairs to the exercises T asks sts to read their results in front of class Other listen and correct Task 3: T asks sts to read the text again then answer the questions Sts work in pairs to discuss the results T asks sts to answer loudly Others remark and correct T gives comment Consolidasion (See mind map) T asks sts to work in groups Sts read and find the proper words to fill in the blanks Sts answer in front of the class Others remark Homework T asks sts to prepare 1’ for the next period also clean and safe Wind It is a clean There’ s no power and unlimited wind energy when there is no wind Watwer It is a clean It is expensive power and unlimited Task 3: Expected answer Our major source of energy comes from fossil fuels Five sources of energy are mentioned in the text I think solar energy is the most potential Expected answer : energy one fuels limited alternative sources unlimited environment Read the text again Learn the words by heart Prepare “ speaking “ III Sample Unit 15 : SPACE CONQUEST Lesson1: READING I Aims : By the end of the lesson students can : - scan read for specific ideas - skim read for general ideas II Method: Communicative approach III SKILLS: Integrated skills ( especially reading skill) IV Teaching aid: Textbook, chalk, blackboard, cassette player V Teaching stages : Stages I.Warmer 5’ activities Content Quiz Divide the class into two groups Prepare questions beforehand to ask the two groups Each group takes turns to give the answer to the questions they hear It they give the correct answer, they get one mark, There will be a special question, and the group giving the correct answer to this question gets three marks The group with more marks wins the game Special question: Declare the winner Lead – in Do you the first Vietnamese person who set foot on the moon? And who was the first person who to set foot on the moon? (Gagarin) Yes, Gagarin, and today we are going to read about this interesting person In the fist place, I’ d like to help you with I.Warmer (5’ ) Questions: What we call someone invited to our house to have a party? (guest) What is the popular website enabling you to search for any information you need? ( Google) A kind of fruit related to the discovery of gravity (apple) A small animal told in a fable to kill an elephant.(ant) An adj to describe the earth (round) What it the word to fill in this sentence? A friend in ……………… Is a friend indeed (need) What is a small thing we need for making clothes? ( needle) Special question :Can you use the first letter of seven words above to make a meaningful word? IV Key: GAGARIN some new words Before you T explians the words that sts can have difficulties in read reading 10’ T checks sts ‘ understanding about the words by giving exercises Sts work in pairs Sts give their answer loudly T gives comments Checking T asks Ss to work in pairs to complete the following sentences with the word just learnt T says: Now let’ s get back to Gagarin, the first person to come to the moon Let’ s open your books to come to the moon Let’ s open your books to page 167 and read the reading text about him Vocabulary gravity (n) – the pull of the earth cosmonaut (n): (translation) last (v) ( gap – fill) How long does this film……….? Expected answer: last 4.name after (v) (context) This street was named after a Vietnamese writer What does named after mean? While you read 20’ Activity 1: matching Test Suggested and answers: P1 – B (the lift – off) P2 – E (Uncertainties) P3 – D (A view of earth) P4 – C (Congratulations) P5 – A ( The tragic accident) T call on some Ss to give answers T gives feedback Instructions: How to many paragraphs are there in this reading text (Five) Good and you see, each paragraph has a heading Now you read the text and then work in pairs to match the heading to the paragraphs T asks sts to answer their groups’ answer Others remark Activity : -Divide the class into group four Ask Ss to read the text again and work in groups of four to write their answers on the V Checking Pham Tuan was a very well – known…… Viet Nam Water runs down hill because of … My school was…………a national hero Our summer holiday often………about three months Expected answer: cosmonaut gravity named after lasts Activity : Questions – Answers Suggested answers He became the first human being in space when he was 27 He was in space for 108 minutes Before his flight, these questions were raised – What would happen to a human being in space? handouts Ask the group to exchange the handouts for correction After you read 8’ – How would the body react to the extreme changes in the temperature? – How would the mind deal with the psychological tension? It was more than 17.000 miles per hour Because of a tragic accident After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name to honour this hero Consolidasion Gap – fill :Suggested answer: (See mind map) cosmonaut Gap – fill 2.lasted T asks SS to read the uncertainties reading text and then work 4.gravit in pair to the gap- fill 5.view test (task3/page 169) 6.chapter T call on some pairs to give 7.impossible the answers 8.symbol T gives feedback Homework T ask sts to prepare for next Learn the words by heart period Do exercises again 2’ Prepare “ speaking “ VI Appendix 3: The pretest and posttest Pre-reading test (Time allowance: 15 minutes) Name:………………………… Class:…………………… I Fill each blank with a suitable word.(5 points) renewable fossil nuclear geothermal solar panel ………… energy is connected with the natural heat of rock deep in the ground … fuel was formed over millions of years from the remains of dead animals or plants A …… is a piece of equipment on a roof that uses light and heat energy from the sun to produce hot water and electricity We should pay more attention to……… sources of energy such as wind and solar power The Western countries are worried about Iran’ s……………capacity II Write a summary paragraph (within 80 words) about sources of energy (5 points) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………… Post reading test (Time allowance: 15 minutes) VII Name:………………………… Class:…………………… I Fill each blank with a suitable word.(5 points) weightlessness astronaut tension historical conquering Before Gagarin’ s _ flight, there were still enormous uncertainties Laughter can be a great release of _ After landing, the team members were greeted like heroes Neil Armstrong, an American , was the first man to step on the moon's surface The 27-year-old Soviet cosmonaut became the first person to eat and drink in II Write a summary paragraph (within 80 words) about Space Conquest (5 points) ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……… Appendix 4: Results of the pretest and posttest Marks Experimental class VIII Control class (n=40) (n=40) Pretest Posttest Pretest Posttest 0 0 0 0 0 4 5 16 16 19 12 13 10 13 5 0 0 0 10 0 0 Appendix 5: The post program questionNaire for the experimental students This questionnaire is designed for my research into the use of mind mapping technique to develop students’ reading text summary at Ly Thuong Kiet high school Your assistance in completing the survey is highly appreciated All the IX information provided by you is solely for the study purpose, and you can be sure that you will not be identified in any discussion of the data Thank you very much for your cooperation Please tick (V) and write the answer where necessary Opinions Agree I enjoyed mind maps because they were fun and easy to understand It is effective to summarize the text through mind mapping in post reading stage Mind maps help me understand the reading texts quickly Using mind maps helps remind me more what we learned Using mind maps helps me identify the main ideas in the reading Using mind maps helps me remember my vocabulary better Mind mapping requires me to look at the reading in more depth Using mind maps doesn‟t help me learn English better than the old method Using mind maps is difficult for me 10 Using mind mapping is only appropriate with students who learn well Disagree No idea 11 What you often after reading the texts? (You may choose more than one option)  summarize them  translate them into Vietnamese  ask students to discuss them  write a short paragraph related to the topic of the text X  others (give example)……………………………………………………… 12 Are you more or less motivated to summarize the text through mind mapping than the conventional method? Why? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 13 Do you like the teacher continue using mind mapping to help you summarize the reading texts? Why or why not? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… The end Appendix 6: Some students’ mind maps XI Unit 12: The Asian Games Unit 15: Space Conquest XII ... of Mind mapping technique in developing students’ reading text summary skills at LTK high school The study reported using mind mapping technique to develop LTK students‟ reading text summary skills. .. to choose: ? ?Using mind- mapping techniques to develop LTK High school 11th grade students‟ reading text summary skills? ?? for my thesis of the MA course to help students read the text effectively... ********************** PHẠM THỊ THÚY VÂN USING MIND- MAPPING TECHNIQUES TO DEVELOP LY THUONG KIET HIGH SCHOOL 11TH GRADE STUDENTS' READING TEXT SUMMARY SKILLS NGHIÊN CỨU VIỆC ỨNG DỤNG BIỂU ĐỒ TƯ