SKKN USING MIND MAP AND BRAINSTORM TECHNIQUES IN TEACHING ENGLISH VOCABULARY FOR STUDENTS GRADE 11TH

PART 1: INTRODUCTION 1.1 Reason for the study: English vocabulary constitutes a challenge for English foreign language teaching and learning Most students spend a lot of time studying English vocabulary, but the result is often frustrating and unsatisfactory when so many students learn vocabulary by rote memorization, which is boring and dampens students’ enthusiasm for learning Although a lot of efforts have been put for successful implementation of different techniques in teaching English as a second language, there are still many problems teachers and students face in the language classroom We need to make changes in the educational process, otherwise there will be more barriers students and teachers will be unable to overcome in the future There is a demand to use powerful, creative and adaptable techniques in teaching and learning languages Mind mapping can be used to solve the problems mentioned above We suggest that using mind maps in teaching and learning English will be useful for both teachers and students as the amount of information is increasing every second and our brain, which doesn’t work in a linear way can’t perceive even a small part of it Although a lot of efforts have been put for successful implementation of different techniques in teaching English as a second language, there are still many problems teachers and students face in the language classroom We need to make changes in the educational process, otherwise there will be more barriers students and teachers will be unable to overcome in the future There is a demand to use powerful, creative and adaptable techniques in teaching and learning languages Mind mapping can be used to solve the problems mentioned above We suggest that using mind maps in teaching and learning English will be useful for both teachers and students as the amount of information is As we have already known that teaching and learning English at high schools have made major changes both in content and in teaching methods to match the objectives and requirements set out in the reform program Although a lot of efforts have been put for successful implementation of different techniques in teaching English as a second language, there are still many problems teachers and students face in the language classroom We need to make changes in the educational process, otherwise there will be more barriers students and teachers will be unable to overcome in the future There is a demand to use powerful, creative and adaptable techniques in teaching and learning languages The most basic standpoint of the new method is to promote the positiveness and creativity of the students, which develops and enhances skills to use language for purposes of communication rather than providing pure language knowledge With this view, the tips and activities in the classroom have also been changed Therefore, the teacher must grasp the basic principles of the new method, learn the tricks and teaching activities in view of communication that can be applied in a flexible, consistent and effective ways To ensure that students are able to use English well, the parallel with the development of the skills of listening, speaking, reading and writing we also need to focus on vocabularies and other linguistic knowledge to students Although now, many foreign language teachers tend to adopt new methods of teaching vocabulary, but how to teach them effectively remains a vexing problem and must be addressed more attention Most language teachers realize the importance of teaching vocabularies effectively in order to help students acquire general knowledge as well as their linguistic skills In fact, most students learning English often encounter difficulties when remembering the new words Therefore, mastering vocabulary knowledge will help students improve the efficiency of learning English as well as exam results In addition, the master vocabulary knowledge will help students develop better skills such as listening, speaking, reading and writing There have been a number of teaching and learning method which is quite effective to be applied in the teaching process, such as introducing Photos or methods of use scenarios However these methods are still having a problem that every lesson used the above methods will take a lot of time, students have recorded quite a lot and it will be difficult for students to memorize the system details of the review and adoption Besides, most students cultivate words by memorizing vocabularies mechanically Therefore, it is desirable to find an effective tool to help students learn English vocabulary To accomplish that goal , I would like to introduce the theme: " USING MIND MAP AND BRAINSTORM TECHNIQUES IN TEACHING ENGLISH VOCABULARY FOR STUDENTS GRADE 11TH ” The Mind Map is a thinking tool that, based on divergent thinking, builds up a structure of knowledge for each target word by associating it with other related words or concepts Thus, recalling of one vocabulary word will prompt the other related items It also incorporates words, pictures, color, images and graphics, making learning information a vividly visual format Using Mind Maps in learning is in conformity with the theory of knowledge of visualization, information processing theory and brain science theory Mind mapping can be used to solve the problems mentioned above We suggest that using mind maps in teaching and learning English will be useful for both teachers and students as the amount of information is increasing every second and our brain, which doesn’t work in a linear way can’t perceive even a small part of it With the study of the subject, I wish teachers would partly help students gradually overcome the difficulties in the process of learning English grammar and vocabulary By using mind map and brainstorm techniques in teaching , I hope that teachers can create more effective lessons and students are more active and creative in learning English 1.2 Aims of the study: The current study aims to describe meaningful, powerful and effective tool, used to encourage technical students to apply mind mapping techniques in the language classroom For this purpose, we overview the previous and the present studies, concerning the problem and describe the implementation of mind mapping techniques in the learning process The results of this study showed that mind maps help students solve problems, brainstorm creative ideas, remember new vocabulary, take notes, enhance their reading skills, organize the tasks and prepare presentations This study concludes that mind mapping technique invented in the 20th century is considered to be up-to-date, creative, useful and available tool for students, educators and teachers Research questions: In order to address the aim of the study, the following research questions are raised for exploration: What is mind map? What are the applications of mind map to teaching a foreign language in general and teaching vocabulary in particular? How is mind map used to teach vocabulary to students at high schools effectively? 1.3 Object of the study: The theme revolves around research problems using mind maps in teaching English vocabulary at Quang Xuong high school Subjects of case studies that I have bravely applied this theme for graders of 11T4 and 11T5 1.4 Scope of the study: Given the aim set in 1.2 and the research questions raised above for exploration in 1.3, the study can not cover all aspects of vocabulary teaching and learning It only focuses on applying the insights of mind map to teaching vocabulary to students at high schools 1.5 Significance of the study: The study will be useful to students, teachers and researchers in the field of English language teaching and learning: students can use mind map model to learn vocabulary quickly and more effectively; teachers can understand more about the mind map model and use it to teach vocabulary more effectively in their lessons; and researchers will use the study as a reliable source of reference in their research 1.6 Organization of the study Part 1: Introduction Part 2: Development + Theoretical background + Steps : Using mind map and brainstorm to teach vocabulary at high school Part 3: Conclusion 1.7 Methodology: Observation: Explore the research by visiting colleagues’ class Exchange and discussion: After the visiting hours of colleagues, my colleagues and I discuss and exchange the problem that appear in the lessons Experimental Methods: Teachers conducted experiments teach each specific purpose required some specific skill lessons Methods of investigation: Teachers ask questions to check and evaluate the content held by students PART II- DEVELOPMENT To use good English learners not only need to learn good skills in listening, speaking, reading and writing but also to master the grammar However during grammar school, students often encounter difficulties like not remember how to use or misuse and incorrect grammar because not mastered the learning content So grammar school mind map will help more learners to master the basics to remember So what is mind maps? THEORIOTICAL BACKGROUND 2.1.1 DEFINITIONS: Like students of other colleges and universities in Vietnam, the students of our school ( Quang Xuong High school) come from many different parts of the district; however, most of them are from village schools Students of Quang Xuong High school not have the same level of English language proficiency They have learned English for years at secondary Most of them are only good at grammar, not at speaking, writing and listening Moreover, their vocabulary is very poor That is why they not have enough vocabulary to express their ideas in writing and speaking, and they not understand what they hear As a result, the way to present vocabulary is very important to make sure that they understand their meanings and remember them for a long time Mind Mapping is a brainstorming technique for quickly charting your group’s ideas in logical groupings, even when members give ideas in a non-sequential manner It is impossible to effectively outline ideas in a traditional, linear format while brainstorming The Mind Mapping technique allows you to efficiently brainstorm for ideas as well as simultaneously create a skeletal framework for later categorization of the information you collect Mind mapping is one of the best ways to capture your thoughts and bring them to life in visual form Beyond just note-taking, though, mind maps can help you become more creative, remember more, and solve problems more effectively The first researchers who invented and described a mind mapping technique as an effective aid of visualization, reflecting the structure of our brain were Tony and Barry Buzan (Buzan, 1993) Tony Buzan described the technique, working harmoniously with the way human’s brain, processing the information What are mind maps? A mind map is basically a diagram that connects information around a central subject I like to think of it like a tree, although it has more of a radial structure In any case, at the center is your main idea, say, poetry, and the branches are subtopics or related ideas, such as types of poetry, famous poets, and poetry publications Greater levels of detail branch out from there and branches can be linked together See the example of mind mapping 2.1.2 WHY MIND MAPS AND BRAINSTORM ARE BETTER THAN TEXT NOTES? Mind maps and brainstorm can be more effective than other brainstorming and linear note-taking methods for a number of reasons: • It's a graphical tool that can incorporate words, images, numbers, and color, so it can be more memorable and enjoyable to create and review The combination of words and pictures is six times better for remembering information than words alone • Mind maps link and group concepts together through natural associations This helps generate more ideas, find deeper meaning in your subject, and also prompt you to fill in more or find what you're missing • A mind map can at once give you an overview of a large subject while also holding large amounts of information • It's also a very intuitive way to organize your thoughts, since mind maps mimic the way our brains think—bouncing ideas off of each other, rather than thinking linearly • You can generate ideas very quickly with this technique and are encouraged to explore different creative pathways 2.1.3 THE ADVANTAGES BRAINSTORMING OF USING TECHNIQUE IN MIND MAPPING TEACHING AND ENGLISH VOCABULARY AT HIGH SCHOOL DePorter and Hernacki (in Abdurrahman, 2008:172) describe that there are some advantages of using mind mapping technique, they are as follows: Flexible Explaining something can be easy without confusing in add the material based on the mind mapping We can put the label and category of something based on our own opinion anywhere in the mind mapping 2.Concentrate on the Topic Getting the subtopics what we talk about with focus on the main ideas easily Keep focus on the keyword can help us to make it simple and it does not waste the time Increasing Comprehension Using mind mapping can make easy in understanding the material Mind mapping is a simple think pattern so it is not make us confuse to understand what we have learned and easy to remember the material Enjoyable 10 17 Example 3: Unit 4: Caring for those in need ( English 11) - Through brainstorming, students recall words/ phrases they already learnt relating to the topic of the lesson 18 Example 4: Unit : Global warming ( english 11) - Through the mind map systems, teacher can help students know more about global warming issues in the world : 19 Example 5: Unit 2: Relationship ( English 11) - Through the mind map systems, teacher can help students know more about relationship : Example 6: Unit 5: Being part of the ASEAN (English 11) - Through the mind map systems, teacher introduce briefly about the ASEAN organization and its characteristics : 20 Example 7: Unit 7: Further education ( English 11) - Through mind map, students brainstorm to learn the words related to the topic of Education 21 Example 8: Unit 8: The world heritage sites ( English 11) - Through mind map, students brainstorm to learn the words related to the topic of heritage sites 22 Example 9: Unit 9: Cities of the future ( English 11) - through completing the mind map, students brainstorms all the words/ phrases related to the topic 23 Example 10: Unit 10: Longevity and Healthy lifestyle (English 11) - Through completing mind map, students brainstorm the words/ phrases related to the topic 24 2.4 RESULTS Results of The first test : The findings of this study obtained from the written test, then the data was analyzed in order to find out whether the teaching vocabulary through mind mapping to the eleventh grade students at Quang Xuong High school is effective Before giving the treatment, the average pre-test score of the students was 4.68 Most of the students got low score Total number of students 84 scores or more Scores below Number 23 61 Percent 27.38 % 72.62% According to data compiled in the table shows a total of 84 students participated in skill test before entering the study Of these 23 students achieved or more 25 points, accounting for 27.38%; 61 students score below average, accounting for 72.62% Results of The second test: Total number of students 84 scores or more Scores below Number 73 11 Percent 86.9 % 13.1 % According to data compiled in the table shows a total of 84 students participated test on grammar after participating in the study Of these 73 students achieved or more points, accounting for 86.9%; only 11 students score below average, only 13.1% occupancy rate Compares the results of tests 80 70 60 50 40 30 20 10 73 61 From or more under 23 11 Before participating in After participating in As the chart above shows before joining the main research students on language focus Number of pupils not achieving very high grade point average But after a term of study participants, we can see the progress students have markedly Since only 23 students scored between average and above (27.38%) increased to 73 26 students (86.9%) Meanwhile, the number of participating students scoring below dropped significantly, from 61 students (72.62%) to only 11 students (13.1%) 27 PART III- CONCLUSION In conclusion, although there are different techniques in the presentation of target vocabulary items at different stages of foreign language learning, not a certain technique seems to have gained general acceptance among language teachers and learners It is impossible to say that one technique is completely adequate or inadequate in teaching and learning vocabulary items in foreign language and also it may be wrong to use merely one technique at all stages Although mind mapping has been found as an effective technique for learning target vocabulary, teachers and learners can also make use of other additional techniques for vocabulary teaching Experience lessons: Enabling learners of a foreign language to understand the target language and communicate ideas naturally, meaningfully and assertively is one of the main challenges teachers face in their profession In tackling this challenge, teachers on many occasions are required to implement strategies and resources from other fields such as psychology One of the tools that can be implemented and adapted in the teaching of foreign languages is a “Mind Map” Learners can use “Mind Maps” to brainstorm and learn vocabulary Foreign language teachers can design and use “Mind Maps” in their classes to scaffold listening and reading comprehension, develop the learner’s oral fluency, empower the learner, foster a sense of self-efficacy and consequently maximize the learner’s autonomy 3.2 Recommendations: To the teacher: From the above discussion, the Mind Map should play an important role in teaching practices The main function of a Mind Map is that it can help create interconnectedness among isolated units or items In this way, it can help learners organize and manage knowledge learned By connecting the old knowledge and the new, the Mind Map helps students achieve a deeper understanding of their knowledge During this process, a new and extensive system of knowledge is built up Therefore, in teaching practice, teachers should use the Mind Map to transfer and help students 28 create knowledge, facilitating communication between teachers and students In addition, the usage of color and graphics in the Mind Map can facilitate learning Based on this, the Mind Map can be considered as a teaching strategy used to present teaching content and courseware and construct a knowledge network, which can help enhance the effectiveness of teaching The application of the Mind Map is not limited to learning English vocabulary It can also be utilized in other aspects of English education such as grammar, reading and writing The application of the Mind Map in education will expand with future studies To the school - The Language learning skills must be practiced according to its own characteristics in a foreign language environment, so need to have the discipline room to avoid making noise for the next class, as well as not affected by the noise from outside to inside - Electrical system must be amended to ensure milk safety and usefulness when used - Provide Additional radios, cassettes, computer, projector (radio less, tapes, discs, the quality is not guaranteed.) To the upper management: - Need to create conditions for teachers have the opportunity to exchange, learn and draw experiences through seminars Quang Xuong , May 5th, 2021 CONFIRMATION OF THE HEADMASTER Teacher : Truong Thi Nhung I swear this is my study, not copy other people's content 29 INDEX Part I INTRODUCTION 1.1 Reason for the study 1.2 Aims of the study 1.3 Objects of the study 1.4 Scope of the study 1.5 Significance of the study 1.6 Organization of the study 1.7 Methodology Page 3 4 Part II DEVELOPMENT 2.1 Theoretical background 2.1.1 Definition 2.1.2 Why mind maps are better than text notes? 2.1.3.The advantages of using mind map in teaching English vocabulary 1.Flexible 2.Concentrade on the topic 3.Increasing comprehension 4.Enjoyable 2.2.1 Steps using mind maps in teaching English vocabulary 2.2.2 Examples: Using mind maps in teaching vocabulary 2.3 Results achieved after applying the topic Part III CONCLUSION 3.1 Experience lessons 3.2 Recommendations 6 10 19 22 30 REFERENCES Education, Business and Society: Contemporary Middle Eastern Issues, 4(2), 120– 133 Budd, J W (2004) Mind maps as classroom exercises Journal of Economic Education, 35(1), 35–46 Buzan, T., & Buzan, B (1993) The mind map book: how to use radiant thinking to maximize your brain's untapped potential New York: Plume Edmondson, K M (2005) Assessing Science Understanding Through Concept Maps (A Human Constructivist View) Burlington: Elsevier Hanewald, R (2012) Cultivating lifelong learning skills in undergraduate students through the collaborative creation of digital knowledge maps Application of e-learning technologies to study a school subject Kotcherlakota, S., et al (2013) Developing scholarly thinking using mind maps in graduate nursing education 10 Nurse Educator, 38(6), 252–255 Ono, Y., et al (2014) Real-time feedback systems in a foreign language teaching: A case of presentation course 11 Teacher book, new textbooks by the Ministry of Education 12.The book "Some issues of innovative teaching methods of English for high schools of the Ministry of Education” 13 The material about innovative training methods in English 14 Teaching Methodology upgrade English language Training of the Ministry education in 2003 15 How to build mind map - Tony Busan 31 ... creative and adaptable techniques in teaching and learning languages Mind mapping can be used to solve the problems mentioned above We suggest that using mind maps in teaching and learning English. .. techniques in teaching and learning languages Mind mapping can be used to solve the problems mentioned above We suggest that using mind maps in teaching and learning English will be useful for both... that using mind maps in teaching and learning English will be useful for both teachers and students as the amount of information is increasing every second and our brain, which doesn’t work in