While the study effectively addresses its research questions and achieves its objectives, it is important to acknowledge several limitations. Firstly, due to time constraints, the study lacked a follow-up phase to explore alternative solutions to the identified problem. Future research endeavors should consider incorporating such follow-up phases to explore additional strategies for enhancing student motivation and addressing challenges associated with the implementation of semantic mapping in vocabulary instruction. Lastly, while the study employed various research instruments, the validity and reliability of the findings could have been further strengthened by using a broader range of assessment tools and data collection methods. Triangulating data from multiple sources could provide a more comprehensive understanding of the phenomenon under investigation, thereby enhancing the credibility of the study's conclusions.
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I
APPENDICES
APPENDIX 1: EXAMPLE OF A LESSON PLAN USING SEMANTIC MAPPING UNIT 4: MUSIC AND ART
Lesson 2: A closer look 1 I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Have an overview about the topic Music and arts.
- Memorize the vocabulary of Music and arts.
2. Core competence
- Develop critical thinking and creativity.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities - Develop self-study skills.
II. MATERIALS
- Grade 7 textbook, Unit 4, A closer look 1 - Powerpoint, papers.
III. Teaching procedure
Stages Time
(45 minutes)
Teacher’s activities Students Activities
1. Introduction of the topic
4 mins - Talking and asking things related to the topic of the lessons to stimulate students and lead in the new target lesson.
- Choose the word art and write it in the middle of the board, then write the word music.
- Tell the students to brainstorm words. At this stage, teacher can
- answer the question.
- Write the words on the middle of their paper.
II
add some new words and mark a star above the words.
1. Brainstorming 6 mins - Ask Ss to brainstorm the words related to the topic by giving suggestions.
- Write down all the appropriate responses on the right of the board.
- Discuss in groups of six people, listing their group words on the right of the paper, then giving words to the teacher.
- Write the reponses selected by the teacher on the left side of their paper.
2. Presentation of the target word
1o mins - Asking questions to lead students to the target words.
- Add some unknown target words to the list and give a brief definition or use a picture or an example.
- Pronounce the word and ask Ss to repeat.
Do as required
3. Categorization 8 mins - Modeling how to group words into a category by raising questions.
- Asking students to do the same for the remaining categories.
- Check with students.
- Ask students to label the categories.
- Create one or more category titles in case some target words
- Discuss in group and find out words that would fit into categories.
- Give titles to the categories.
- Brainstorming some more words for added categories.
III
does not fit into any existing category.
- Write each category title in a rectangle and connect it to the overarching word.
- .
4. Personalisation 5 mins - Ask students to add more words to the map.
- Have students share their groups words or categories and add them to the map on the board.
- Discuss and select the appropriate words or categories to put in the map on the board.
- Discuss in groups and put more words or categories to their maps.
5. Review of the target words
12 mins - Ask students to pronounce the target words again.
- Check and clarify the meaning of the target words by asking student to give the definition, phrase or find the synonyms or antonyms.
- Do as required.
- Students can do exercises or do the exercises in the textbook, or teachers can ask them to make sentences.
A semantic map for the topic music and art is illustrated below, target words are starred and in bold.
IV
V APPENDIX 2: PRETEST AND POST-TEST Pre-test:
Mark the letter A, B, C or D on the answer sheet to indicate the word that does not belong to the group in the following question.
Question 1. A. jogging B. gardening C. swimming D. exciting Question 2. A. acne B. skin C. red spots D. running nose Question 3. A. volunteer B. collect C. provide D. used books Mark the letter A, B, C or D on the answer sheet to indicate the correct answer to each of the following questions.
Question 4. She often _____________ Judo in her free time.
A. does B. plays C. goes D. has Question 5. You should wear a hat and put on suncream to __________ sunburn.
A. make B. get C. avoid D. take Question 6. Our neighborhood usually_______ warm clothes for the homeless.
A. gives B. provides C. donates D. cleaned Question 7. Which of the following spellings is correct?
A. Responsibility B. Responsibility C. Responsibility D. Responsibilitie Question 8. Which of the following spellings is correct?
A. Decease B. Diesease C. Disease D. Disease Question 9. Which of the following spellings is correct?
A. Orphanige B. Orphannage C. Orphanage D. Orphanidge Question 10. What is the closest word of this word, benefits?
A. responsibilities B. happiness C. values D. stress
Question 11. What is the opposite word of this word, keep fit?
A. gain weight B. stay in shape C. stay up late D. stay unhealthy Question 12. What is the closest word of this word, take care of?
A. connect B. look after C. exchange D. clean up Mark the letter A, B, C or D on the answer sheet to indicate the word that has the underlined part pronounced differently from the others
Question 13. A. collect B. concern C. concert D. combine Question 14. A. find B. fame C. of D. fish Question 15. A. looked B. kissed C. called D. stopped
VI Post-test:
Mark the letter A, B, C or D on the answer sheet to indicate the word that does not belong to the group in the following question.
Question 1. A. artist B. composer C. poet D. puppet
Question 2. A. shrimp B. beef C. pork D. fry
Question 3. A. remember B. forget C. study D. student
Mark the letter A, B, C or D on the answer sheet to indicate the correct answer to each of the following questions.
Question 4. She likes photography, she often_________ pictures of her daily life.
A. takes B. has C. goes D. watches
Question 5. This restaurant usually________ Pho with a slice of lime and a dish of herbs at this restaurant.
A. makes B. serves C. orders D.boils
Question 6. If you want to get into this high school, you will _______ for the entrance exam.
A. stand B. sit C. sleep D. get Question 7. Which of the following spellings is correct?
A. Sculpture B. Sculptur C. Sculputer D. Skulpture Question 8. Which of the following spellings is correct?
A. Omlette B. Omelet C. Omelette D. Omelett
Question 9. Which of the following spellings is correct?
A. Resource B. Resorce C. Resourcce D. Reesource Question 10. What is the closest word of this word, festival ?
A. character B. celebration C. place D. puppetry Question 11. What is the opposite word of this word, delicious?
A. awful B. tasty C. popular D. cheap
Question 12. What is the closest word of this word, gifted?
A. Bad B. Good C. talented D. perfect
Mark the letter A, B, C or D on the answer sheet to indicate the word that has the underlined part pronounced differently from the others.
Question 13. A. work B. pork C. horse D. short Question 14. A. delicious B. action C. decision D. share Question 15. A. touch B. which C. stomach D. lunch
VII
APPENDIX 3: QUESTIONNAIRE (ADAPTED FROM DANG AND HOANG, 2014) Dear Students, I am doing my M.A research focusing on using semantic mapping to enhance students ‘vocabulary enhancement; and I need your help by completing the below questionnaire. This helps me to gain an insight into teaching vocabulary and students’
situations. This is not a test, so there are no wrong or right answers, and I will be very grateful if you answer the question honestly and accurately. You DO NOT have to write your name in the papers. Please answer the questions by ticking the number (1,2,3,4,5) which appears most applicable to you
Thank you for your cooperation.
1. Strongly disagree 2. Disagree
3. Unsure 4. Agree
5. Strongly agree
No Category Statement 1 2 3 4 5
1 Motivation for learners
I look forward to vocabulary lessons that involve semantic mapping.
I enjoy using semantic mapping to learn vocabulary
2 Usefulness I can remember the collocation of the new vocabulary item more easily through semantic helping.
Semantic mapping is suitable for my level of English.
Semantic mapping is useful for improving my spelling of new words.
I can use semantic mapping to learn synonym more effectively.
I can use semantic mapping to learn antonym more effectively.
I find semantic mapping useful to remember the pronunciation of the words.
3 Engagement in learning activity and classroom
Semantic mapping helps me engage more in learning vocabulary.
The classroom atmosphere is exciting when the teacher uses semantic mapping to teach vocabulary.
4 Remembering and recalling
Semantic mapping helps me recall word meaning easily.
VIII
I can remember vocabulary items immediately during the lesson thanks to semantic mapping.
Semantic mapping helps me relate new vocabulary with my prior knowledge.
With semantic mapping, I can maintain long attention to what I am learning.
Semantic mapping helps me feel more confident when I revise vocabulary.
5 Comparison with traditional methods
Semantic mapping helps me organize words better than the traditional technique.
Semantic mapping gives me a better visual image than the traditional technique.
Semantic mapping helps me engage more in learning vocabulary than the traditional technique.
6 Creative effectiveness
Semantic mapping allows me to express my creativity while learning vocabulary.
I feel more imaginative when using semantic mapping.
7 Suggestion I expect the teacher to keep using semantic mapping to teach vocabulary in the future.
Apart from semantic mapping technique, I also want the teacher to use other techniques to teach
vocabulary.
8. Others (Please specify. You can provide your further details/comments for the impacts of semantic mapping on your vocabulary retention)
………
………
………
………
………
………
IX
APPENDIX 4: THE SEMI-INSTRUCTED INTERVIEW English version:
This interview is designed to support my study on “Using semantic mappings to enhance students’ vocabulary retention”. Your assistance in answering is highly appreciated. You can be sure that this interview is for research only and that you will not be identified in any discussion of the data. Thank you for your cooperation!
Please answer these questions.
1. Do you find the process of learning vocabulary through semantic mapping engaging?
What do you like/dislike about learning vocabulary through semantic mapping?
2. Do you think your motivation for studying vocabulary has undergone any changes since the beginning of the implementation?
3. In your experience, do you consider implementing semantic mapping challenging? What makes it challenging/easy for you to apply this technique in learning vocabulary?
4. How frequently do you review or revisit the vocabulary you have learned?
5. When you revise vocabulary, do you incorporate semantic mapping as a method? If so, can you share your thoughts on its effectiveness in helping your understanding and retention of the words?
X Vietnamese version:
Cuộc phỏng vấn này được thiết kế để hỗ trợ nghiên cứu của tôi về "Sử dụng bản đồ ngữ nghĩa để nâng cao khả năng ghi nhớ từ vựng của học sinh". Sự hỗ trợ của bạn trong việc trả lời các câu hỏi này được đánh giá rất cao. Bạn có thể chắc chắn rằng cuộc phỏng vấn này chỉ nhằm mục đích nghiên cứu và bạn sẽ không bị nhận dạng trong bất kỳ cuộc thảo luận nào về dữ liệu. Cảm ơn sự hợp tác của bạn!
Vui lòng trả lời các câu hỏi sau đây:
1. Bạn có thấy quá trình học từ vựng thông qua bản đồ ngữ nghĩa thú vị không? Bạn thích/không thích điều gì về việc học từ vựng qua bản đồ ngữ nghĩa?
2. Bạn có nghĩ rằng động lực học từ vựng của mình đã thay đổi kể từ khi bắt đầu áp dụng phương pháp này không?
3. Theo kinh nghiệm của bạn, bạn có thấy việc áp dụng bản đồ ngữ nghĩa là khó khăn không? Điều gì khiến việc áp dụng kỹ thuật này trở nên khó khăn/dễ dàng đối với bạn trong việc học từ vựng?
4. Bạn có thường xuyên ôn tập hoặc xem lại từ vựng đã học không?
5. Khi bạn ôn tập từ vựng, bạn có sử dụng bản đồ ngữ nghĩa như một phương pháp không? Nếu có, bạn có thể chia sẻ suy nghĩ của mình về hiệu quả của phương pháp này trong việc giúp bạn hiểu và ghi nhớ từ vựng không?
XI APPENDIX 5: PRETEST RESULTS
The pre-test scores of 48 students Student
code pronunciation meaning spelling collocation Word relations Score
Score /3 /3 /3 /3 /3 /15
ST1 1 1 1 1 1 5
ST2 1 2 2 1 1 7
ST3 0 1 1 1 2 5
ST4 1 2 1 1 2 7
ST5 0 2 1 1 1 5
ST6 1 0 1 0 0 2
ST7 1 2 1 2 1 8
ST8 0 1 1 1 2 5
ST9 1 2 2 2 1 8
ST10 0 2 2 2 2 8
ST11 0 1 0 2 1 4
ST12 1 1 1 1 1 5
ST13 1 1 1 1 1 5
ST14 2 2 2 0 1 7
ST15 1 1 2 0 1 5
ST16 1 1 2 1 1 6
ST17 1 2 1 1 1 6
ST18 1 1 1 1 1 5
ST19 2 1 0 1 1 5
ST20 0 1 1 1 1 4
ST21 1 1 0 1 1 4
ST22 1 1 1 0 2 5
ST23 2 1 1 1 2 7
ST24 0 1 1 0 1 3
ST25 1 1 1 1 2 6
XII
ST26 1 0 2 1 1 5
ST27 1 0 1 1 2 5
ST28 1 2 2 1 1 7
ST29 2 2 1 1 2 8
ST30 0 2 1 0 1 4
ST31 0 1 1 0 2 4
ST32 1 1 1 1 1 5
ST33 1 1 1 1 2 6
ST34 0 1 1 1 1 4
ST35 1 1 1 1 1 5
ST36 0 0 1 1 1 3
ST37 1 1 1 1 1 5
ST38 1 1 1 1 0 4
ST39 1 1 1 1 2 6
ST40 0 1 1 1 1 4
ST41 1 1 1 1 1 5
ST42 0 1 0 1 1 3
ST43 0 0 1 0 1 2
ST44 1 1 1 1 1 5
ST45 0 1 1 1 1 4
ST46 0 1 1 1 1 4
ST47 1 2 1 1 1 5
ST48 1 0 1 1 0 3
Scores 0,75 1,13 1,08 0,91 1,19 5,07
XIII APPENDIX 6: POST-TEST RESULTS The post-test scores of 48 students
Student
code pronunciation meaning spelling collocation
Word
relations Score
Score 1 2 2 2 2 1
ST1 1 3 2 2 3 1
ST2 1 3 2 3 3 1
ST3 1 2 1 2 3 1
ST4 2 2 3 3 3 2
ST5 2 3 2 3 3 2
ST6 1 2 2 3 3 1
ST7 1 2 3 2 3 1
ST8 1 2 3 2 2 1
ST9 0 2 1 1 2 0
ST10 1 2 1 2 2 1
ST11 1 3 3 3 2 1
ST12 1 3 2 1 2 1
ST13 1 2 2 2 2 1
ST14 2 3 2 3 3 2
ST15 1 2 2 2 2 1
ST16 1 3 3 2 2 1
ST17 1 2 2 3 3 1
ST18 1 2 1 2 3 1
ST19 1 2 1 2 3 1
ST20 1 2 3 3 3 1
ST21 2 2 1 2 3 2
ST22 0 1 2 2 2 0
ST23 2 3 3 3 3 2
ST24 2 1 3 3 3 2
ST25 2 2 3 2 3 2
ST26 2 2 2 2 2 2
XIV
ST27 1 3 2 3 2 1
ST28 0 2 1 2 3 0
ST29 1 2 1 1 2 1
ST30 1 1 2 1 2 1
ST31 1 2 2 2 2 1
ST32 1 2 2 2 3 1
ST33 2 2 1 2 3 2
ST34 1 1 1 1 2 1
ST35 2 1 3 3 3 2
ST36 2 2 3 3 3 2
ST37 2 2 2 2 2 2
ST38 1 2 2 2 2 1
ST39 2 2 3 2 2 2
ST40 1 2 3 2 3 1
ST41 1 2 1 2 3 1
ST42 1 2 2 2 2 1
ST43 1 1 2 1 2 1
ST44 1 2 3 2 3 1
ST45 1 2 2 2 3 1
ST46 2 3 3 2 3 2
ST47 2 3 3 2 3 2
ST48 1 2 2 2 2 1
Scores 1,25 2,10 2,10 2,15 2,6 10.17
XV
APPENDIX 7: THE ACTION PLAN FOR THE IMPLEMENTATION Week 1-2: UNIT 4: Music and Arts
Objective: Introduce semantic mapping as a visual tool for vocabulary acquisition to A1/A2 level students in the context of music and arts.
Activities:
Getting Started: Present the concept of semantic mapping using simple visuals and examples related to music and arts.
A Closer Look 1 (Vocabulary): Introduce basic vocabulary words related to music and arts, guiding students in creating simple semantic maps.
A Closer Look 2 (Grammar): Review basic grammar structures relevant to discussing music and arts, integrating them into semantic maps.
Communication: Facilitate pair or small group discussions where students use the newly learned vocabulary in simple conversations.
Reading and Speaking: Use the text from the textbook about music and arts for students to read aloud and discuss in pairs or groups.
Listening and Writing: Use the audio from the textbook followed by simple writing tasks where students describe what they heard and saw using vocabulary from their semantic maps.
Looking Back and Project: Review concepts covered and assign a project where students create their own semantic maps based on a chosen artist or music genre.
Week 3-4: UNIT 5: Food and Drink
Objective: Extend semantic mapping practice to vocabulary associated with food and drink at the A1/A2 level.
Activities:
Getting Started: Review the concept of semantic mapping and introduce basic food and drink vocabulary for mapping practice.
A Closer Look 1 (Vocabulary): Introduce common food and drink items, guiding students in creating simple semantic maps to organize their understanding.
A Closer Look 2 (Grammar): Review elementary grammar structures related to food and drink topics, incorporating them into semantic maps.
Communication: Conduct role-play activities where students simulate ordering food and drinks in a restaurant using the vocabulary from their semantic maps.