Developing 12th graders’ text summarizing skills in reading through the use of mind mapping techniques

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI NGOAN DEVELOPING 12TH GRADERS’ TEXT SUMMARIZING SKILLS IN READING THROUGH THE USE OF MIND MAPPING TECHNIQUES MASTER’S THESIS IN EDUCATION Nghe An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI NGOAN DEVELOPING 12TH GRADERS’ TEXT SUMMARIZING SKILLS IN READING THROUGH THE USE OF MIND-MAPPING TECHNIQUES Field: Theory and Methodology of English Language Teaching Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Assoc Prof Dr NGO DINH PHUONG Nghe An, 2019 i STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true, used with permission, and have not been published elsewhere Nghe An, August 4th, 2019 Author Nguyen Thi Ngoan ii ABSTRACT This research investigated the effectiveness and the perception of students to the use of mind-mapping techniques in post reading to develop 12th graders’ reading text summarizing skills This research employed the quasi-experimental design This research involved two classes of 12th graders at Quang Trung high school in Quang Binh Province in which one class as the experimental group and the another one as the control group The experimental group received mind mapping techniques in teaching and learning process during treatment, while control group received conventional techniques without using mind- mapping The instruments used were pre-test, post-test and questionnaire of the experimental students’ perception of reading text summarizing skills through the use of mind mapping techniques The pre-test and post-test scores of the two groups were analyzed by using Microsoft Excel (descriptive statistics) while the questionnaire was analyzed by using percentages The findings revealed that the use of mind mapping techniques in the post - reading stage is effective There is a significant difference between the posttest scores of experimental class and control class after the treatment The use of mind mapping techniques to summarize the text in post - reading stage can make the experimental students more progress than control students because mind mapping is easier to comprehend the reading text On the other hand, the research of the questionnaire showed that students had positive perception of reading text summarizing skills through the use of mind mapping techniques Most of students highly appropriated the creative and stimulating change in teaching approach during the experiment They evaluated the reading text summary more interesting and effective Many students agreed that using mind mapping techniques helped them memorize the lesson better and develop their summarizing skills iii ACKNOWLEDGEMENTS I gratefully acknowledge the encouragement and support of many individuals in assisting me to accomplish this research First of all, I would like to express my sincere thanks to my beloved supervisor Assoc Prof Dr Ngo Dinh Phuong for his valuable time, suggestions, guidance, and assistance in this study Without his help, the thesis would not have been completed Secondly, I would also like to thank the students of the classes I taught in order to collect information for my study Without their help, this study could not have been successful Finally, my thanks go to my colleagues, friends and especially my beloved family I feel greatly indebted to them for their necessary help and encouragement iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS viii LIST OF TABLES ix LIST OF FIGURES x CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 The aims of the study 1.3 Scope of the study 1.4 Research questions 1.5 Method of the study 1.6 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Overview 2.2 Reading comprehension 2.2.1 Reading 2.2.1.1 Definition of reading 2.2.1.2 The purpose of reading 2.2.1.3 The model of reading 2.2.1.4 The kind of reading 2.2.1.5 The principle of teaching reading 2.2.2 Definition of reading comprehension 11 2.2.3 The stages of reading lesson 13 2.2.3.1 Pre – reading 13 v 2.2.3.2 While – reading 14 2.2.3.3 Post – reading 14 2.2.4 Techniques to teach reading comprehension 15 2.3 Reading text summary 17 2.3.1 Definition of reading text summary 17 2.3.2 Steps to write a reading text summary 17 2.3.3 Types of reading text summary 18 2.3.3.1 Descriptive summary 18 2.3.3.2 Informative summary 18 2.3.3.3 Evaluative summary 19 2.4 Mind - mapping 19 2.4.1 Definition of mind- map 19 2.4.2 Steps to create a mind map 20 2.4.3 Definition of mind -mapping techniques 25 2.4.4 The classification of mind- mapping techniques 27 2.4.4.1 Network tree 27 2.4.4.2 Event chain 27 2.4.4.3 Cycle concept map 28 2.4.4.4 Spider concept map 29 2.4.5 Parts of mind mapping technique 30 2.4.6 Advantages and disadvantages of mind- mapping techniques 31 2.4.6.1 Advantages of mind mapping techniques 31 2.4.6.2 Disadvantages of mind mapping techniques 33 2.4.7 Steps to summarize the reading text through the use of mind-mapping techniques 33 2.4.7.2 Read 34 2.4.7.3 Mind map 34 vi 2.4.7.4 Study 34 2.4.7.5 Personalize 34 2.5 Related studies of mind mapping 34 2.6 Summary 35 CHAPTER 3: METHODOLOGY 36 3.1 Research approach 36 3.1.1 Rationale for using quasi-experiment 36 3.1.2 Experimental design 37 3.1.3 Research variables 38 3.1.3.1 Independent variable 38 3.1.3.2 Dependent variable 38 3.2 Participants 38 3.3 Data collection instruments 40 3.3.1 Questionnaires 40 3.3.2 Pre- test and post- test 41 3.3.3 Textbook 41 3.3.4 Lesson plans 43 3.4 Data collection procedure 45 3.5 Data analysis instruments 45 CHAPTER 4: FINDINGS AND DISCUSSION 47 4.1 Data analysis 47 4.1.1 Tests 47 4.1.1.1 Results of the pre-test 47 4.1.1.2 Results of the post-test 48 4.1.1.3 The difference between pre-test and post test 50 4.1.2 Questionnaires 52 4.2 Discussion 61 vii 4.2.1 The effectiveness of mind mapping technique in develop 12 th graders’ reading text summarizing skills at Quang Trung high school 61 4.2.2 The students’ perception of reading text summarizing skills through the use of mind-mapping techniques 62 4.3 Summary 62 CHAPTER 5: CONCLUSION 63 5.1 Conclusion 63 5.2 Limitations 64 5.3 Further research 64 REFERENCES 66 APPENDIX A: THE TOPICS OF READING SCHEDULE OF THE RESEARCH IN THE POST READING STAGE 71 APPENDIX B 73 APPENDIX C: THE POST PROGRAM QUESTIONNAIRE FOR THE EXPERIMENTAL STUDENTS 82 APPENDIX D: THE PRE-TEST AND POST-TEST 84 APPENDIX E: RUBRICS FOR PRE-TEST AND POST-TEST 86 APPENDIX F: RESULTS OF THE PRE-TEST AND POST-TEST 90 APPENDIX G: SOME STUDENTS’ MIND MAPS 93 viii LIST OF ABBREVIATIONS C Control class E Experimental class N Number SD Standard deviation Ss Students 80 - Corrects mistakes again the Sea Games The Vietnamese Women’s Football team successfully defended the Sea Games title The Thai Men’s Football team won the gold medal It was because firstly, to prepare for the 22nd Sea Games, Vietnam carried out an intensive programme for its athletes, which included training in facilities, both home and abroad; secondly, Post- reading : (10 minutes) with the strong support of their * For control class: Asks students to work in countrymen, the Vietnamese groups and talk about names of some of the athletes competed in high spirits Vietnamese athletes Ss love and say what they are famous for, and what aspects of sportsmanship Ss - Work in groups admire - Goes round to help students - Do the task - Calls some students to present in front of the class - Some students to practice - Listens to students and correct mistakes, gives talking marks - Listen to their friends’ talking and give comment Suggested answers: Thuy Hien comes from Hanoi She is a beautiful athlete She 81 won many gold medals in Wushu at the Sea Games Duong Hong Son is a member of the Vietnamese Football team He comes from Nghe An He is a famous goalkeeper Bui Thi Nhung comes from Haiphong She jumps very high She won the gold medal in the Women’s high jump at the 22nd Sea Games Cong Vinh is an energetic * For experimental class: Summarizing the football player reading text by using mind mapping techniques Manh Tuong is a talented (see mind map) shooting athlete III Consolidation and Home work: (2 minutes) …… - Summarize the main points of the lesson - Asks students to write a paragraph about their beloved athletes (about 100 words) - Listen to the teacher and take - Asks students to prepare part B Speaking at note home (See mind map of Unit 13: The 22nd SEA Games) Vietnam place and time 32 sports 13th December 2003 Vietnam: 158 Thailand: 90 solidarity 444 gold medals spirit The 22nd SEA Games Indonesia: 55 co-operation for peace development Vietnam is the first place Thailand is the second place Indonesia is the third place position 11 participating countries 82 APPENDIX C: THE POST PROGRAM QUESTIONNAIRE FOR THE EXPERIMENTAL STUDENTS This questionnaire is designed for my research to develop 12 th graders’ reading text summarizing skills through the use of mind mapping techniques at Quang Trung high school Your help in completing the survey is highly appreciated All the 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 assistance Please tick (V) and write the answer where necessary Items Opinions Agree Disagree No idea I enjoyed mind maps because they were interesting and easy to understand Summarizing the reading text through the use of mind mapping techniques in post reading stage is effective Mind mapping techniques make me comprehend the reading texts more quickly Using mind maps helps prompt me more what we learned Using mind maps helps me recognize the main ideas in the reading Using mind maps helps me remember my vocabulary better Using mind maps demands me to look at the 83 reading in more depth Using mind mapping is only suitable for students who learn well It is difficult for me to use mind maps 10 Using mind maps doesn’t help me learn English better than the conventional method 11 What you often after reading the texts? (You may choose more than one option) summarize them translate them into Vietnamese discuss them write a short paragraph related to the topic of the text others (give example)………………………………………… 12 Are you more or less stimulated to summarize the reading text through the use of mind mapping technique 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! 84 APPENDIX D: THE PRE-TEST AND POST-TEST PRE-READING TEST (Time allowance: 15 minutes) Name:……………………………………… Class:………………………………… I Fill each blank with a suitable word (5 points) (5 minutes) biodiversity reserve species deforestation extinction Nature………….is an area of land where the animals and plants are protected Many plant and animal…………are found only in the rainforests …………………is destroying large areas of tropical rain forest The……………….of the dinosaurs occurred millions of years ago …………………….is the existence of a wide variety of plant and animal species living in their natural environment II Write a summary paragraph (within 60 words) about endangered species (5 points) (10 mminutes) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 85 POST READING TEST (Time allowance: 15 minutes) Name:……………………………………… Class:………………………………… I Fill each blank with a suitable word (5 points) (5 minutes) defend participants bodybuilding held won ………………… is the activity of doing special exercises regularly in order to make your muscles grow bigger The athlete had tried his best to …………… his SEA Games title and records They told me he had …………….a gold medal in Wushu Singapore and Vietnam had …………… who were awarded the Most Outstanding Athlete titles in the Swimming and Shooting events The SEA Games were…………….every two years, with 11 countries in Southeast Asia participating II Write a summary paragraph (within 60 words) about the 22nd SEA Games (5 points)( 10 minutes) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 86 APPENDIX E: RUBRICS FOR PRE-TEST AND POST-TEST E1: Rubric for pre-test Part I: 5.0 marks (Each correct sentence is 1.0 marks) reserve species deforestation extinction biodiversity Part II: 5.0 marks Rubric for Assessing Summary writing Marks 1,0 0,75 0,5 0,25 Length 60 words 40 words 30 words 20 words All statements Most Some Most accuracy and statements statements cite statements cite verified by the accuracy and outside outside reading text verified by the information or information or reading text opinions opinions One sentence Two sentences Three + words in a contains more contains more sentences row taken than words in than words in contains more directly from a row taken Accuracy Paraphrasing No more than the reading text directly from a row taken than words in directly from a row taken the reading text the reading text directly from the reading text Focus Summary Summary Summary Main idea of consists of contains main contains main reading text is main idea and idea and some idea and only not discussed 87 important minor details minor details No more than 2-3 4-5 6+ one punctuation, punctuation, punctuation, punctuation, grammar, or grammar, or grammar, or grammar, or spelling errors spelling errors spelling errors details only Conventions spelling error E2: Rubric for post-test Part I: 5.0 marks (Each correct sentence is 1.0 marks) bodybuilding defend won participants held Part II: 5.0 marks Rubric for Assessing Summary writing Marks 1,0 0,75 0,5 0,25 Length 60 words 40 words 30 words 20 words All statements Most Some Most accuracy and statements statements cite statements cite verified by the accuracy and outside outside reading text verified by the information or information or reading text opinions opinions One sentence Two sentences Three + words in a contains more contains more sentences row taken than words in than words in contains more Accuracy Paraphrasing No more than 88 directly from a row taken the reading text directly from a row taken than words in directly from a row taken the reading text the reading text directly from the reading text Focus Summary Summary Summary Main idea of consists of contains main contains main reading text is main idea and idea and some idea and only not discussed important minor details minor details No more than 2-3 4-5 6+ one punctuation, punctuation, punctuation, punctuation, grammar, or grammar, or grammar, or grammar, or spelling errors spelling errors spelling errors details only Conventions spelling error Scoring Rubric for mind maps Marks Structure 1,0 0,75 0,5 0,25 Ideas provide a Ideas radiate Some ideas Few ideas complete out from radiate out radiate out picture with a center in a from center from center high degree of clear picture but are not Not very imagination that involves suitable to clear and creativity imagination topic and creativity Exploratory Clear and Ideas are Some ideas Ideas are not highly arranged in move from connected effective order of most complex from most 89 indication of importance connection from most between ideas complex to and central simplest to simplest complex to simplest image Communication Highly Good use of Key words are Limited use effective use key words and used Average of key words of key words imagines understanding Some images and imagines connected to of topic are not and deep central topic understanding Good of topic understanding applicable of topic Connections Effective use Clearly uses Some effort to Little or no between color, codes, color, codes, use color, use of color, Sections or links to or links to codes, or links codes, or make show to show links to show connections connections connections connections between ideas between ideas between ideas between ideas Extent of Highly Effective Good or Limited or Coverage effective effort effort to adequate ineffective to connect connect main effective effort effort to main ideas ideas together to connect connect main main ideas ideas together together together 90 APPENDIX F: RESULTS OF THE PRE-TEST AND POST-TEST Marks Control class Experimental class (N=40) (N= 40) Pre-test Post-test Pre-test Post-test 0 0 0 0 0 10 12 15 10 11 11 9 7 8 1 0 10 0 0 Participants Control class Pre-test Post-test A1 5 A2 A3 Participants Experimental class Pre-test Post-test B1 5 B2 B3 A4 B4 A5 5 B5 A6 5 B6 A7 7 B7 A8 B8 A9 7 B9 A10 5 B10 91 A11 5 B11 A12 B12 A13 5 B13 A14 5 B14 A15 4 B15 A16 6 B16 A17 B17 A18 7 B18 A19 6 B19 A20 4 B20 A21 7 B21 A22 6 B22 A23 6 B23 A24 7 B24 A25 6 B25 A26 4 B26 A27 7 B27 A28 7 B28 A29 4 B29 A30 4 B30 A31 4 B31 A32 5 B32 A33 B33 A34 6 B34 A35 4 B35 A36 6 B36 A37 4 B37 92 A38 6 B38 A39 6 B39 A40 8 B40 9 N=40 206 216 N=40 210 266 Mean 5.15 5.40 Mean 5.25 6.65 SD 1.37 1.18 SD 1.32 1.37 93 APPENDIX G: SOME STUDENTS’ MIND MAPS Unit 11: Books Unit 13: The 22nd SEA Games 94 Unit 14: International Organizations Unit 15: Women in society ... 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