(SKKN 2022) using mindmapping to teach vocabulary in english 8

Using mind mapping to teach vocabulary for grade 8 students………..… 11 1.. Some notes of teaching and learning vocabulary using mind maps.. For all the reasons mentioned above, I have deci

TABLE OF CONTENTS

Page

1 - INTRODUCTION

I Reasons for choosing the research 2

II Aim………2

III Scope………2

IV Object……….… 2

V Significance 2

VI Researching methods ………. 2

2 - CONTENT I Theoretical background 3

1 An overview of vocabulary……… 3

2 An overview of mind mapping 4

3 How to make a mind map……… 6

4 The applications of mind mapping to teaching a foreign language… 7 II Prolematic situations of teaching English vocabulary at my school 9

1 Advantages……… 9

2 Disadvantages……… 10

III Using mind mapping to teach vocabulary for grade 8 students……… … 11

1 Suggested activities……… 11

2 The advantages of using mind map in teaching and learning vocabulary……… 14

3 Some notes of teaching and learning vocabulary using mind maps 15

4 Demonstration……… 15

3- RESULTS I Results after applying the reseach in teaching……… … 19

II Suggestions………. 19

4- CONCLUSION 20

5- BIBLIOGRAPHY 21

6- REFERENCE BOOKS 22

1 INTRODUCTION

I Reasons for choosing the research

English, an international language, has developed rapidly It is a subject thatfeatures regularly on study timetables all around the world Every country doesnot want to be isolated in international communication, so it puts English incirriculum of their education at program In Vietnam, English is a cumpulsorysubject at schools and it has recently been choosen as a cumpulsory subject in thenational examination for the General Certificate of Secondary Education or GCSEfor short Besides the four skills, having a good knowledge of vocabulary is animportant 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 Vocabulary learningstrategies are one part of language learning strategies which in turn are part ofgeneral learning strategies (Nation, 2001) One of the strategies to teachvocabulary is to apply images and review well in a structured way Mind mapping

is believed to be one of the techniques or activities which can be used in teachingand 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 Secondary school

as the topic of my experience initiatives

MM model and use it to teach vocabulary more effectively in their lessons; andresearchers will use the study as a reliable source of reference in their research

VI 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;

- Design the research instrument;

- Doing the instrument try-out;

- Giving the test to the students;

- Teaching with mind mapping technique to the experimental group and without it

to the control group;

- Collecting the data through the posttest;

- Analyzing the data;

1.1 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

1.2 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

1.3 Strategies of teaching and learning vocabulary.

* Stages and techniques in teaching vocabulary

Consolidating and revising

At this stage, the techniques often used are ordering, rub out and remember,

networks, bingo, wordstorm, slap the board, matching, noghts and crosses, what and where, jumbed words, guess the picture

1.4 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 tohelp students not only rivise the learned words but also learn the new ones.

2 An overview of mind mapping.

2.1 Definition

Buzan (http://www.usingmindmaps.com/what-is-a-mind-map.html ) statesthat 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 aradial 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 byusing the visualization and other graphic infrastructure to make an impression”.Besides, mind mapping is one of techniques which can make the students moreenjoyable and interesting in studying vocabulary

According to Martin as translated into English (in Trianto, 2009:158) mindmapping is a concrete graphic illustration which indicates how a single conceptrelated to other concept in the same categories Mind mapping is a pattern which

at least consists of picture, symbol and colour that will not just help the students tounderstand the vocabulary knowledge but also make the students feel good,enjoyable and attract their brain which at last leads them to have interest inmastery vocabulary knowledge

2.2 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

2.1.1 Network Tree

The main ideas made in a quadrangle and other words written in theconnection line It is suitable for visualization (a) a cause and effect relation (b) ahierarchy, (c) branch procedure, and (d) technical terms which can be used toexplain some correlations

water steam Condensa-tion

water

2.1.2 Event Chain

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

2.1.3 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

2.1.4 Spider Concept Map

Ecosystem component

Ecosystem component Ecosystem component Ecosystem component

The spider concept can be used for sharing opinion from a central idea untilget more various big ideas It is suitable to visualization (a) something which isnot based on hierarchy (b) a category which is not parallel, and (d) the result ofsharing 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

3 How to make a mind map.

3.1 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) colour and(5) picture

3.1.1 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, strengthen thestudents’ memory and make the learning activity enjoyable

3.1.2 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 newword and using only one key word per line It is as an urge to remember a lot ofwords for the students It is strong noun or verb that creates image to trigger recallthe memory

3.1.3 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 thick andthinner at the ends It can be seen as headings for your topic and spread anywherebut do not become steep.

3.1.4 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

3.1.5 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

3.1.6 Picture

In mind mapping, pictures which can change or strengthen a key word thathas been written before

3.2 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 or branches

will help the students’ memory to make associations

Furthermore Buzan (in Purwoko, 2005:20) explains the steps below in how

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.

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

4.1 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.

3.2 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 they have

to display a summary of some topic, for example, My favourite pastimes Eachbubble may contain more than one word or even a phrase This mind map can beused by the student in the classroom for making a short speech or a commentabout his free time If a mind map is created by the teacher and shown at thelesson, 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

II Problematic situation of teaching English vocabulary at my schools.

1 Advantages

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

1.1 The teachers of English.

In our school, there are five English teachers aged from 30 to 42 All ofthem were trained at Hong Duc and Ha Noi universities Everyone has beenteaching English for over 10 years They are all young, enthusiatic, active,creative and willing to devote to teaching career Most of the teachers can applynew teaching method, the information technology, teaching aids to teachingskillfully They are also familiar with the techniques of teaching vocabulary

1.2 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 the English isand they are also familiar with the diferent ways of learning vocabulary

2 Disadvantages.

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

2.1 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 orthe 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.

2.2 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 topresent 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

2.3 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’ learningthe subject and learning from experience, right since the beginning of the schoolyear, I outlined a specific plan and method to actively investigate the situation ofstudents’ learning in my class Though the investigation in four skills, I realizedthat most students neither recognized nor were sure about the vocabulary they hadlistened in listening skill Hardly did they use the right vocabulary to express theirideas in speaking and writing skill In reading skill, they had difficultunderstanding the text because of a number of new words The survey result asfollows:

Class Total

number

of students

1.1.Implementing the word mapping through reading

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

1.1.1 The steps of teaching.

Step1 Select words for vocabulary instruction Prepare for vocabulary instruction

by carefully selecting the words to be taught Choose words by considering thereading 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 building andexploring 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 word relationships;(b) think about the meaning of the key word or related words; (c) model how tofurther the meaning of the word by examples and nonexamples, or synonyms andantonyms, of the word; (d) find the definition of the word in a glossary ordictionary and find its use in context or a discussion with another student aboutthe word’s meaning; and (e) draw a picture of the word to illustrate its meaning incontext

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

relationships.During the think-aloud, record information about the word in theappropriate space on the word map

Step 6 Students are directed to use the word maps during and after reading to add

infor-mation about the key words.Students use the word maps for recording newinformation while they are reading After reading, they may further develop theirword meanings by looking for dictionary definitions, drawing pictures of words,and adding new words from their readings

Step 7 Students share their maps with others Have students share their maps

with the class During this sharing period, students use the information on theirword maps to develop and expand the class map Students write new information

on the group map and are encouraged to revise their own word maps toincorporate these new ideas

1.1.2 Example

1.2 Gathering new vocabulary.

Teachers can use the technique to teach phrasal verbs, the different forms of verbs,the different parts of speech of words, the different meanings of words, words related to a subject, collocation words (words that are commonly used together) and so on By using the technique, students will revise the words they have learnt and learn the new ones from their teacher as well as their friends They will also