(SKKN 2022) Using mind mapping to teach vocabulary to grade in English 8 students at Ngoc Phung secondary school

THUONG XUAN EDUCATION AND TRAINING OFFICEEXPERIENCE INITIATIVE USING MIND MAPPING TO TEACH VOCABULARY TO GRADE 8 STUDENTS AT NGOC PHUNG SECONDARY SCHOOL The writer: Nguyen Thi Thuy Po

THUONG XUAN EDUCATION AND TRAINING OFFICE

EXPERIENCE INITIATIVE

USING MIND MAPPING TO TEACH VOCABULARY TO GRADE 8

STUDENTS AT NGOC PHUNG SECONDARY SCHOOL

The writer: Nguyen Thi Thuy

Position: Teacher School: Ngoc Phung secondary school

Experience initiative: English

THANH HOA, YEAR 2022

11 2.1.4 The applications of mind mapping to teaching a foreign

17 2.3.2 The advantages of using mind map in teaching andlearning vocabulary 14

18 2.3.3 Some notes of teaching and learning vocabulary using

20 2.4 Results after applying the reseach in teaching 19

English, an international language, has developed rapidly It is a subjectthat features regularly on study timetables all around the world Every countrydoes not want to be isolated in international communication, so it puts English

in cirriculum of their education at program In Vietnam, English is a cumpulsorysubject at schools and it has recently been choosen as a cumpulsory subject inthe national examination for the General Certificate of Secondary Education orGCSE for short Besides the four skills, having a good knowledge of vocabulary

is an important element in second language acquisition By learning new words,learners can enhance their listening, speaking, reading and writing as well asimprove comprehension and production in second language Vocabularylearning strategies are one part of language learning strategies which in turn arepart of general learning strategies (Nation, 2001) One of the strategies to teachvocabularyis to apply images and review well in a structured way Mindmapping is believed to be one of the techniques or activities which can be used

in teaching and learning vocabulary effectively

For all the reasons mentioned above, I have decided to choose“Using

mind mapping (MM) to teach vocabulary to grade 8 students at Ngoc Phung secondary school” as the topic of my experience initiatives.

1.2 Aim

The study is aimed at finding the ways to use MM to teach vocabulary tograde 8 students at Ngoc Phung secondary school effectively with the textbookEnglish 8

1.3 Object

In doing this research, the writer would select students from class 8A, 8Band 8C at Ngoc Phung secondary school with the textbook English 8

1.4 Researching methods

The writer did some steps to do this research, they are as follows;

- Surveying the literature relating to do the problem;

- Defining the problem;

- Constructing an experimental plan by writing the research design;

- Design the research instrument;

- Doing the instrument try-out;

- Giving the test to the students;

- Teaching with mind mapping technique to the experimental group andwithout it to the control group;

- Collecting the data through the posttest;

- Analyzing the data;

- Drawing conclusions;

- Proposing suggestions;

- Writing the report as subject.

+ Concrete Words

Saleh (1997:60) states that a concrete word is a word that the meaning can

be perceived through one or more of the five senses The meaning of concreteword can be pointed out by means of Audio Visual Aids (AVA), like realia (realthings), miniatures, pictures, and demonstration

+ Abstract Words

Saleh (1990:60) states that an Abstract word is a word that the meaning ofwhich cannot generally be grasped by virtue of the five senses The notion ofabstract word are like thank and enjoy, its can be shown by circumlocution ortranslation

+ Strategies of teaching and learning vocabulary

* Stages and techniques in teaching vocabulary

Presenting

At this stage, the teacher presents the new words and the techniques oftenused are translation, real things, pictures, actions\gesture, definitions,situations\examples

Practicing

At this stage, the students are made to practice the new words Thetechniques often used are identifying, selecting, matching, sorting, ranking andsequencing

Consolidating and revising

At this stage, the techniques often used are ordering, rub out andremember, networks, bingo, wordstorm, slap the board, matching, noghts andcrosses, what and where, jumbed words, guess the picture

+ Vocabulary in English textbook grade 8.

The vocabulary in English 8 is continued to presented and built upaccording to topics That is why using mind maps is believed to be a good way

to help students not only rivise the learned words but also learn the new ones

2.1.2 An overview of mind mapping Definition

Buzan (http://www.usingmindmaps.com/what-is-a-mind-map.html) states that a mind mapping is a powerful graphic technique which provides a universalkey to unlock the potential of the brain It is visual map of ideas, laid out in a

radial format around a central thought and it involves a unique combination ofimagery, colour and visual-spatial arrangement which is proven to significantlyimprove recall when compared to conventional methods of note-taking andlearning by rote It needs imagination and association to activate our brain inremembering something.

Based on DePotter and Hernacki as translated into English (inAbdurrahman, 2008:153), “Mind mapping is the use of whole brains technique

by using the visualization and other graphic infrastructure to make animpression” Besides, mind mapping is one of techniques which can make thestudents more enjoyable and interesting in studying vocabulary

According to Martin as translated into English (in Trianto, 2009:158)mind mapping is a concrete graphic illustration which indicates how a singleconcept related to other concept in the same categories Mind mapping is apattern which at least consists of picture, symbol and colour that will not justhelp the students to understand the vocabulary knowledge but also make thestudents feel good, enjoyable and attract their brain which at last leads them tohave interest in mastery vocabulary knowledge

+ Classifications

Trianto (2009:160) describes that mind mapping can be distinguished intofour kinds, namely; (1) network tree, (2) event chain, (3) cycle concept map, and(4) spider concept map

The event chain can be used for giving an accident order, steps in aprocedure, or steps in a process It is suitable for visualization (a) some steps in

a process, (b) some steps in a linier procedure, and (c) an accident order

+ Cycle Concept Map

In this concept map, the accident combination has no final result It issuitable to show a correlation how a combination accident is interacting toproduce a group of result repeatedly

Ecosystem component

Ecosystem component

Ecosystem component

Ecosystem component

+ Spider Concept Map

The spider concept can be used for sharing opinion from a central ideauntil get more various big ideas It is suitable to visualization (a) somethingwhich is not based on hierarchy (b) a category which is not parallel, and (d) theresult of sharing opinion

Mind mapping is similar to a road makes study, work and thinkingenjoyable, it can help to solve the lack of stock of students’ vocabulary inmemorizing some words which are related from universal word as a key word

2.1.3 How to make a mind map.

+ Parts of Mind Mapping Technique

There are some parts of mind mapping (Windura, 2008:77-86) namely;(1) central image, (2) key word, (3) basic ordering ideas, (4) branches, (4) colourand (5) picture

- Central Image

A central image has to describe the main idea of a mind mapping and put

it on the centre of the paper It is for activate the students’ right brain, strengthenthe students’ memory and make the learning activity enjoyable

- Key Word

A key word is a word that can lead a sentence or event Identifying afamiliar word in one’s own language or another language that sounds like the

new word and using only one key word per line It is as an urge to remember alot of words for the students It is strong noun or verb that creates image totrigger recall the memory.

- Basic Ordering Ideas

Basic ordering ideas are the branches that collect sort information and itconnected to the central topic that radiate out from the centre Making basicordering ideas which can direct our mind to make mind mapping and it needcreativity that encourage the students to understand to the material It is thickand thinner at the ends It can be seen as headings for your topic and spreadanywhere but do not become steep

- Branches

The branches should be curvy and in the same length as the words orpictures above it These branches can be seen as sub headings It is thinnerbranches and containing details

- Colour

Colour is a very good memory sign and it involves the right brain inlearning for long term memory Colours encourage creativity and help inmemorization Adding plenty of colours via branches, map background andimages will add life to your mind map It makes easier to comprehend andremember

- Picture: In mind mapping, pictures which can change or strengthen a keyword that has been written before

+ The Criteria of Making Mind Mapping Technique

Based on what Buzan (in Purwoko, 2005:20) states that the mind mappinguses colors and pictures to help constructing your imagination with your style inmaking mind mapping Words or pictures which are in the curvy lines orbranches will help the students’ memory to make associations

Furthermore Buzan (in Purwoko, 2005:20) explains the steps below inhow to make mind mapping, they are presented below;

Step 1 Take a piece of white paper andit is in a landscape position.

Step 2 Start by drawing a coloured image in the centre of the paper and

write the key word with capital letters

Step 3 Choose a color and draw the main themes of the mind mapping on

the thick branches radiating out from the central image

Step 4 Add other main themes branches around the map.

Step 5 Make thick and colourful branches spanning out from your mind

map

Step 6 Write basic ideas about the key word and still use the capital

letters

Step 7 Add an image to all the main branches to represent each key

theme and also use images to visualise every important key word on your map

Step 8 Let your mind mapping be as imaginative as possible.

2.1.4 The applications of mind mapping to teaching a foreign language.

+ Using mind mapping to teach vocabulary.

One of the simplest ways how to use a mind map is gathering and sortingnew vocabulary The example shows city vocabulary organized in 3 groups.Students find it much easier to memorize the words which they see placed in acertain spot, connected to a certain topic Works well with students of all ages

+ Using mind mapping to teach students how to take notes and plan tasks.

Another way of using a mind map is giving students a task where theyhave to display a summary of some topic, for example, My favourite pastimes.Each bubble may contain more than one word or even a phrase This mind mapcan be used by the student in the classroom for making a short speech or acomment about his free time If a mind map is created by the teacher and shown

at the lesson, it can be used as a basis for classroom discussion or a writing task

Older students may use a mind map for outlining their report or an essay

2.2 Problematic situation of teaching English vocabulary at my schools.

2.2.1 Advantages

My school is one of the best schools in Tho Xuan district with a lot ofoutstanding achievements Teaching and learning English are more and moreattached here

- The teachers of English.

At ….secondary school, there are three English teachers aged from 34 to

40 All of them were trained at Hong Duc and Ha Noi universities Everyone hasbeen teaching English for over 10 years They are all young, enthusiatic, active,creative and willing to devote to teaching career Most of the teachers can apply

new teaching method, the information technology, teaching aids to teachingskillfully They are also familiar with the techniques of teaching vocabulary.

- The students.

All of the students have learnt English for 3 years at primary schools.Most of them are obedient and dutiful They also know how important theEnglish is and they are also familiar with the diferent ways of learningvocabulary

2.2.2 Disadvantages.

Besides the advantages above, teaching and learning English vocabularyalso meet with some difficulties

- About the teachers.

Some teachers still face a number of difficulties in the iplementation ofcertain operations, teaching techniques of each lesson, each stage of the lesson

or the combination of the teaching techniques

Some teachers are still afraid of using or even do not teaching aidsproficiently for the lesson

In teaching vocabulary, some teachers do not use the different techniques.They often list the new words on the board then explain them and do not revisethe words at all, which is not easy for students to learn the words eagerly,quickly, and permanently

- About the student.

Although all of the students have learnt English for 3 years at primaryschools, they are at various levels A number of them are only good at grammar,not at speaking, writing and listening Moreover, their vocabulary is very poor.That is why they do not have enough vocabulary to express their ideas in writingand speaking and they do not understand what they hear Consequently, the way

to present the vocabulary is very important to make sure that they remember thepronunciation, understand the meanings, usages of the new words, the connectedwords for a long time

- Specific survey

In the process of teaching, I have been given the duty to teach the grade 8.With the awareness of researching and studying the situation of students’learning the subject and learning from experience, right since the beginning ofthe school year, I outlined a specific plan and method to actively investigate thesituation of students’ learning in my class Though the investigation in fourskills, I realized that most students neither recognized nor were sure about thevocabulary they had listened in listening skill Hardly did they use the right

vocabulary to express their ideas in speaking and writing skill In reading skill,they had difficult understanding the text because of a number of new words Thesurvey result as follows:

Class

Total

number

of students

Good Fair Average weak Poor

+ Implementing the word mapping through reading

By using the technique, students will not only study the new wordsactively but they will also understand the text easily

- The steps of teaching

Step1 Select words for vocabulary instruction Prepare for vocabulary

instruction by carefully selecting the words to be taught Choose words byconsidering the reading and the words that are keys to understanding the text

Step 2 Project a blank word map on the screen Model how to construct a

word map and demonstrate to students how to use the word map for buildingand exploring word relationships

Step 3 Write the key words on the word map In each blank, write and

say the key word that will be taught

Step 4 Use a think-aloud to model how to explore relationships between

words Use the think-aloud strategy to (a) demonstrate how to explore wordrelationships; (b) think about the meaning of the key word or related words; (c)model how to further the meaning of the word by examples and nonexamples, orsynonyms and antonyms, of the word; (d) find the definition of the word in aglossary or dictionary and find its use in context or a discussion with anotherstudent about the word’s meaning; and (e) draw a picture of the word toillustrate its meaning in context

Step 5 Record ideas that have been used to explore the word meanings

and relationships.During the think-aloud, record information about the word inthe appropriate space on the word map