33 3.2.1 The effectiveness of mind mapping technique in developing students' reading text summary skills at LTK high school.... List of figures and tables Figure 1: Pretest and posttest
Aims of the study
This study aims to identify the most effective teaching methods for enhancing students' reading comprehension and summarization skills The primary objectives focus on determining which instructional strategies significantly improve students' ability to understand and summarize reading texts By exploring various teaching approaches, the research seeks to provide valuable insights for educators seeking to improve reading and summarization proficiency among students.
- To test the effectiveness of using mind-mapping techniques to develop 11 th grade students‟ reading text summary skills compared to conventional techniques
- To investigate the experimental students‟ attitudes towards teaching reading text summary through using mind mapping technique.
Research hypothesis and questions
To achieve the aims and objectives, the study was designed to test the hypothesis:
Using mind mapping techniques to teach reading text summaries during the post-reading stage is more effective for developing students' summary skills than traditional methods that focus on memorizing words and passage content This approach enhances students' comprehension and ability to organize key ideas, leading to improved summarization abilities Incorporating mind mapping into reading instruction aligns with modern pedagogical practices and supports active learning Overall, mind mapping offers a visually engaging and strategy-based alternative to traditional memorization, fostering better retention and understanding of reading materials.
In order to find out whether the research hypothesis would be accepted or rejected, the following research questions were formulated and to be answered
1 Why is using mind mapping techniques effective to improve students‟ reading text summary skills?
2 What are the students‟ attitudes towards teaching reading text summary in post reading stage through mind mapping techniques after the experimental period?
Method of the study
This quasi-experimental study investigated the impact of teaching reading text summaries through mind mapping on students' summary skills Using pretests, posttests, and questionnaires, the research aimed to establish a causal relationship between mind mapping techniques and improvements in students' ability to summarize texts The findings suggest that integrating mind mapping into reading instruction significantly enhances students' summary skills, highlighting its effectiveness as a teaching strategy.
In this study, two intact groups of students were used rather than randomly selected participants One group served as the control group, while the other was designated as the experimental group This research design ensured clear comparison between the groups to assess the effects of the intervention accurately Properly distinguishing between the control and experimental groups is essential for valid experimental outcomes and reliable data analysis.
Significance of the study
This study investigates the effectiveness of teaching reading text summaries in high schools in Vietnam using the mind mapping technique during the post-reading stage Traditional summarization methods often rely on sentence-based approaches, which may limit students’ comprehension and retention By exploring the application of mind mapping, this research aims to determine whether it provides a more practical and engaging way for students to grasp and organize key ideas from reading texts The findings will offer insights into innovative teaching strategies that enhance reading comprehension and support educational development in Vietnamese high schools.
Scope of the study
This study explored whether teaching text summaries through mind mapping could enhance students' reading comprehension skills Due to time constraints, the research involved a small, non-random sample of 11th-grade students at LTK High School, consisting of 40 students in both control and experimental classes Pretests and posttests assessed students' ability to summarize texts before and after a ten-week intervention during the 2011-2012 second semester Additionally, a post-program questionnaire gathered valuable feedback from the experimental group regarding the effectiveness of the mind mapping technique.
Organization of the study
The study was divided into three parts which are presented as follows:
Part A is the introduction, which presents the rationale and the aim of the study, hypothesis and questions, research method, significance, scope as well as organization of the study
Part B is the development, which includes 3 chapters
Chapter 1 reviews the literature relevant to the study which consists of reading, reading comprehension, summary, and mind mapping techniques based on theoretical and practical evidence
Chapter 2 presents information about the context of the study, the participants, the instruments, the data collection procedure and data analysis procedure
Chapter 3 is the main part of the study that reports and discusses the main findings according to research matter
Part C serves as the conclusion, where the author reflects on the study's key findings and overall outcomes The section also acknowledges the study’s limitations, providing a balanced perspective Additionally, it offers valuable suggestions for future research to address unresolved questions and build upon the current findings.
Literature review
Reading and reading comprehension
In recent decades, reading becomes one of important and essential parts in language teaching and learning The meaning of “Reading” has been given a various ways
Reading is an active process that involves the interaction between language perception, the reader's language and cognitive skills, and their knowledge of words (Nuttall, 1982) It requires the reader to actively engage with the text, connecting their understanding and skills to interpret and comprehend the information effectively.
Harmer (1989) emphasizes that reading is an exercise dominated by the eyes and brain, where the eyes receive the message and the brain interprets its significance Goodman (1971) describes reading as a psycholinguistic process in which the reader reconstructs the writer’s encoded message through a cyclical process of sampling, predicting, testing, and confirming Based on these theories, it can be concluded that reading is an essential skill that enables readers to acquire information and knowledge from texts.
Reading comprehension is a crucial aspect of teaching and learning a foreign language, as it enables learners to understand and interpret written texts effectively Understanding the nature of reading comprehension is essential for developing effective language instruction strategies Various definitions highlight that reading comprehension involves the ability to process, interpret, and derive meaning from text, which is fundamental to language acquisition.
Roe, Stood and Burns (1987:2) consider: “reading comprehension is reconstruction, interpretation and valuation of what author of written content means by using knowledge gained from life and experience”
Reading comprehension, as defined by Grellet (1981:3), is the process of extracting required information from a written text in the most efficient way It involves decoding the meaning of word combinations to understand the overall message Students demonstrate their understanding by activities such as summarizing the text or answering related questions, which showcase their ability to interpret and re-express the content effectively.
Reading for comprehension is the primary goal of effective reading Developing students' awareness of main ideas within a text and understanding its organization are crucial skills that enhance overall comprehension By focusing on these key aspects, learners can better grasp the meaning and structure of texts, leading to improved reading proficiency.
Reading comprehension involves actively understanding the message conveyed in a text without needing to grasp every single word Effective comprehension requires the reader to engage with the material and extract necessary information efficiently.
1.1.3 The stages of a reading lesson
A effective reading lesson is structured into three essential stages: pre-reading, while-reading, and post-reading Each stage has unique features and serves specific purposes to enhance comprehension and engagement The pre-reading stage prepares students for the text through activities like previewing and setting purposes, while the while-reading stage focuses on active reading strategies such as annotation and highlighting The post-reading stage reinforces understanding through activities like discussion and summary, utilizing tailored techniques to maximize reading skills Properly incorporating these stages ensures a comprehensive and effective reading instruction that improves learner outcomes.
The pre-reading stage of a reading lesson is essential for fostering student motivation and cultivating a positive attitude toward the text It serves to prepare learners for what they are about to read, enhancing comprehension and engagement According to Williams (1984:37), the main purposes of pre-reading include setting the right mindset, activating prior knowledge, and providing context to facilitate understanding of the reading material Implementing effective pre-reading strategies can significantly improve students' reading skills and overall learning outcomes.
- To introduce and stimulate interest in the topic
- To motivate students by providing a reason for reading
- To provide language preparation for the text
Students can enhance their reading skills by engaging in pre-reading activities such as guessing the topic from headings, brainstorming related ideas on the board, and predicting content or generating questions that the text may answer Additional techniques include ordering statements or images, participating in jigsaw dictation, making True/False predictions, and utilizing skimming questions to prepare for the upcoming reading These strategies promote active comprehension and improve overall understanding of the text.
During the pre-reading stage, it is essential to prepare students effectively by providing clear expectations and motivation for the lesson Setting a strong foundation helps students understand what they will be doing during their reading activity, enhancing engagement and comprehension Proper pre-reading preparation is key to improving reading skills and ensuring a successful learning experience.
The while-reading stage is a crucial part of a reading lesson, providing students with the opportunity to engage deeply with the text During this phase, learners focus on understanding the writer’s purpose and clarifying the content in detail According to Williams (1984:38), the main aims of the while-reading stage are to enable students to analyze the text thoroughly and develop a comprehensive understanding of its meaning This stage helps readers actively interact with the material, fostering better comprehension and critical thinking skills.
- To clarify content and vocabulary of the text
- To help students understand the writer's purpose
- To help students understand the structure of the text
During the reading stage, students engage in a variety of activities that enhance comprehension, including deducing meaning, questioning, recognizing, matching, ordering, following instructions, comparing, note-taking, completing tasks, and problem-solving These activities promote active engagement with the text and develop critical thinking skills, making the reading process more effective and meaningful Incorporating diverse tasks such as decision-making and problem-solving also helps learners improve their analytical abilities while fostering overall language proficiency.
During the while-reading stage, the teacher selects appropriate activities tailored to the nature of the reading text and students’ proficiency levels The teacher’s roles during this phase include acting as an organizer to structure activities, an observer to monitor student engagement, an assessor to evaluate comprehension, and a prompter to provide guidance and support as needed Effective activity selection and clear role execution are essential for fostering student understanding and motivation during the reading process.
The post-reading stage is a crucial final step in a reading lesson, providing students with the opportunity to apply what they have learned from the text in real-life communication According to Williams (1984:39), the primary aim of the post-reading stage is to enhance students’ understanding and practical use of the material, making the learning experience more meaningful and impactful This stage reinforces comprehension and encourages active engagement with the content, ensuring that students can effectively transfer their reading skills to real-world situations.
- To consolidate or reflect upon what has been read
- To relate the text to the students‟ own knowledge interest or views
- To provide a stimulus for other language activities
After students finish tasks in while-reading part, a wide range of activities in the post - reading stage are suggested as follows:
1 Summarize the text - Gap fill
- Rewrite the text from jumbled sentences/ words/ visual cues…
- Summarize the text either orally or in writing
- Make a spider map/ diagram or mind map
2 Role play, Interview - Integrated skills from reading to speaking
- Students take the role of the interviewer and interviewee about the topic of the reading comprehension
3 Give comments, opinion on the characters/ matters in the text
- Teacher can ask students to present their points of view, their thought of characters or issues relating to the text
4 Personalized tasks - This skill is to help the learners to connect what they have read with their own ideas and experience in life
5 Discussion - Students are required to discuss about issues in life relating to the reading text
Table 1: Activities in the post - reading stage
Effective reading lessons integrate all three stages—pre-reading, during-reading, and post-reading—each with distinct goals and activities tailored to enhance comprehension Combining these stages flexibly and appropriately ensures a more efficient and engaging learning experience In the post-reading phase, it is essential to focus on developing students' skills in summarizing and reflecting on the reading text to strengthen their overall reading proficiency.
Reading text Summary
1.2.1 Definition of a reading text summary
Writing summaries is an effective strategy to improve reading comprehension, serving both as a measurement tool and a means to foster a deeper understanding of the text Summaries help readers distill key ideas and grasp the core message, making them essential for developing critical reading skills Various definitions of a summary highlight its role in condensing information while maintaining the original meaning, ultimately enhancing overall comprehension.
A summary, as defined by Troyka (1995), is a concise condensation of the original writing that highlights the main points and accurately reflects the author's message It does not serve as an explanation or substitute for the original text and maintains the author's tone and approach A well-crafted summary omits minor details, illustrations, quotations, anecdotes, and other non-essential information to focus on the core ideas.
According to Byrne (1987:76), summarizing involves creating a concise version of a read or heard text and should be considered a skill expressed through various writing forms rather than a distinct type of writing.
In short, summaries are made to reduce the amount of information to be remembered and to organize the information in a way that aids understanding and remembering
1.2.2 Steps to writing a reading text summary
In teaching a reading text summary, some preliminary steps are presented below by Swales, John M and Christine B Feat (1994:105-130)
Step 1: Skim the text, noting in your mind the subheadings If there are no subheadings, try to divide the text into sections Consider why you have been assigned the text Try to determine what type of text you are dealing with This can help you identify important information
Step 2: Read the text, highlighting important information and taking notes Step 3: In your own words, write down the main points of each section
Step 4: Write down the key support points for the main topic, but do not include minor detail
Step 5: Go through the process again, making changes as appropriate
To write a good summary, they also recommended three main requirements as follows:
- The summary should cover the original as a whole
- The material should be presented in a neutral fashion
- The summary should be a condensed version of the material, presented in your own words
1.2.3 Types of reading text summaries
Summarizing is an essential skill for understanding and conveying the core message of a text concisely and clearly, saving readers valuable time According to Sarada (2008:99), there are three main types of summaries, each serving different purposes in effective communication.
A descriptive summary provides a general overview of the source, highlighting its main focus without delving into detailed specifics It offers essential background information about the program while utilizing descriptive language such as “excellence,” “internationally renowned,” and “leading-edge” to emphasize its quality and prestige In essence, it introduces the content broadly, giving readers an understanding of the topic without exposing detailed insights or specifics about the actual programs discussed.
An informative summary provides a detailed overview of a book or report, explaining its content in a paragraph or several pages depending on length Unlike a simple descriptive summary, it reveals key details about the subject matter, main concepts, and often offers brief insights into the author's background This comprehensive approach helps readers efficiently determine whether the material aligns with their interests, making it a popular choice for summarization By covering essential points in a concise, outline-like manner, an informative summary delivers a clear understanding of the work while saving time for the reader.
An evaluative summary provides a concise and effective critique of a book or article, offering critical remarks on the original work Unlike other summaries, it includes the writer’s personal thoughts, feelings, and reactions, making it more subjective The writer may focus on specific aspects or analyze all facets of the original, providing a comprehensive evaluation However, creating an evaluative summary requires skill and experience, which many people outside of writers and critics may lack This type of summary is valuable for offering insightful feedback and informed opinions, enhancing understanding and engagement with the original content.
Mind mapping
A mind map, as defined by Buzan (2006), is an innovative outlining technique that visually organizes words, ideas, tasks, or concepts around a central keyword or idea This method uses lines to connect related elements, creating a radially structured diagram Typically, a mind map contains concise words, ideas, short phrases, or images, making complex information easier to understand and recall As an effective brainstorming and note-taking tool, mind mapping enhances creativity, improves memory, and supports organized thinking, making it valuable for students, professionals, and educators alike.
Mind maps are valuable tools for enhancing learning and thinking, providing a structured visual overview of complex information such as story sequences, key points, cause-and-effect relationships, and idea connections According to Marton & Booth (1997), they help students revise and clarify their thoughts to deepen their understanding of a story Murley (2007) highlights that mind maps are non-linear visual outlines that boost creativity, improve organization, increase productivity, and enhance memory Similarly, Paul Emmerson (2010, cited in “Using Mind Map in BE”) affirms that mind maps facilitate better information retention and problem-solving Incorporating mind maps into study routines supports learners in organizing ideas effectively and fostering comprehensive understanding.
“a mind map is a way of making notes that is intuitive and highly personal You put
Create a visual mind map by writing your "world" on paper, using a central topic in the middle connected to surrounding sub-topics with lines These sub-topics can have further branches to represent additional ideas or imagination, making the mind map a comprehensive visual diagram Use this mind map as the foundation for a speaking activity, allowing learners to explore and articulate their thoughts around the central theme Incorporating mind maps into your teaching enhances understanding, creativity, and communication skills, making it an effective tool for engaging students in discussions.
A mind map is a visual diagram that effectively organizes information by centering around a single keyword or concept This technique allows users to easily explore related ideas, words, and concepts, making complex information more accessible Mind mapping enhances brainstorming, note-taking, and idea development, making it a valuable tool for students, professionals, and creative thinkers Incorporating mind maps into your workflow can boost productivity, improve information retention, and promote creative thinking.
1.3.2 Steps to create a mind map
There are many approaches in teaching reading One of the techniques is by using mind mapping According to Buzan (2010), some steps to create a mind map are presented as follows:
1 Start in the centre of a blank page turned sideways - Because starting in the centre gives your brain freedom to spread out in all directions and to express itself more freely and naturally
2 Use an image or picture for your central idea - Because an image is worth a thousand words and helps you use your Imagination A central image is more interesting, keeps you focussed, helps you concentrate, and gives your Brain more of a buzz
3 Use colors throughout - Because colors are as exciting to your brain as are images Color adds extra vibrancy and life to your mind map, adds tremendous energy to your creative thinking, and is fun
4 Connect your main branches to the central image and connect your second- and third-level branches to the first and second levels, etc - Because your brain works by association It likes to link two (or three, or four) things together If you connect the branches, you will understand and remember a lot more easily
5 Make your branches curved rather than straight-lined - Because having nothing but straight lines are boring to your brain
6 Use one key word per line - Because single key words give your mind map more power and flexibility
7 Use images throughout - Because each image, like the central image, is also worth a thousand words
(See the example of mind map guidelines)
1.3.3 Definition of mind mapping techniques
Mind mapping, as highlighted by Buzan (cited in Yusuf Effendi, 2004), is a powerful graphic technique that unlocks the brain's potential by organizing ideas visually in a radial format around a central theme This technique combines imagery, color, and visual-spatial arrangements to enhance memory and recall significantly more than traditional note-taking or rote learning methods By stimulating imagination and encouraging associations, mind mapping activates our brain’s natural ability to remember information effectively.
According to DePotter and Hernacki (2008), mind mapping is a whole-brain technique that utilizes visualization and graphic tools to create meaningful impressions This approach leverages both hemispheres of the brain to enhance understanding and memory retention By incorporating visual elements, mind mapping facilitates better organization of ideas and improved cognitive engagement It is an effective method for brainstorming, note-taking, and enhancing creative thinking through its visual and structural features.
Antonacci (1991) highlights that mind mapping is an effective post-reading strategy, offering students a visual tool to recall, organize, and integrate new information with existing knowledge, thereby enhancing comprehension and retention.
Mind mapping is an effective tool for helping struggling readers improve their reading skills By visually displaying the relative importance of key points and illustrating how facts are interconnected, mind maps enhance comprehension and retention This method allows poor readers to grasp complex information more easily, making reading a more accessible and engaging experience Incorporating mind mapping into reading strategies can significantly boost understanding and support better learning outcomes.
(see the example of mind mapping Buzan‟s principles below)
1.3.4 The Classification of mind mapping techniques
Trianto (2009:160) mind mapping can be divided into four kinds:
The main ideas made in a quadrangle and other words written in the connection line It is suitable for visualization
- technical terms which can be used to explain some correlations
What was it built for?
Why is it considered one of the famous wonders in the world?
Khufu's tomb is located on the west bank of the Nile River, dating back to around 2560 B.C The construction features either straight or spiral ramps and stone blocks designed to safeguard the burial chamber from weather damage and theft.
An events chain effectively illustrates sequences such as accident orders, procedural steps, or process stages, without the need for connecting words, making it ideal for visualization For example, an events chain map, like the one in Unit 15: Space Conquest, clearly depicts the sequential steps, enhancing understanding and communication of complex processes This technique is valuable for presenting clear, concise, and visually engaging process representations in various contexts.
In creating a cycle map, begin by identifying the initiating event and then list subsequent events in sequence Since there is no final outcome and the last event connects back to the initial one, the process forms a continuous cycle For example, the cycle map of photosynthesis and respiration illustrates how these processes are interconnected and perpetuate each other, demonstrating the repeating nature of biological cycles.
Related studies of mind mapping
Mind mapping has gained significant research interest across various fields due to its effectiveness in consolidating and memorizing information Despite its growing importance, there is limited research on using mind mapping techniques in English language teaching, particularly in Vietnam While English teachers have been introduced to this approach through multiple workshops, it remains unclear how many high school teachers have actually implemented it in their classrooms Among the various methods for teaching reading comprehension and summarization, mind mapping continues to be a challenging area for both teachers and students at the high school level.
Summary
This chapter provides a comprehensive overview of the essential theoretical concepts related to reading, summarizing, and mind mapping, grounded in the works of renowned linguistic scholars It defines each of these key skills, highlighting their importance in effective learning and information retention Additionally, the chapter discusses the classification and significance of reading, summarizing, and mind mapping, emphasizing their roles in enhancing comprehension and cognitive organization.
The study
The context of the study
The study was conducted at LTK High School in Thuy Nguyen District, Hai Phong City Several factors influence the teaching and learning of English at the school, including students' language proficiency, teaching methods employed by educators, available learning resources, and the level of student motivation Understanding these factors is essential for improving English education outcomes in the school.
Most students at LTK High School come from farming and low-income worker families, leaving them little time to focus on additional English learning They tend to prioritize grammar, vocabulary, reading comprehension, and writing skills necessary for exams, often neglecting reading text summaries As a result, students struggle to retain and review content after lessons, indicating limited English comprehension abilities Additionally, their attitude towards employing mind mapping techniques for summarizing texts remains an area for improvement.
The Vietnamese English textbooks, such as Tieng Anh 11, are standard materials covering 16 units that explore topics from daily life, including friendship, personal experiences, celebrations, environmental issues, and global events like the Asian Games and space exploration Each unit comprises five lessons—reading, speaking, listening, writing, and language focus—with units 11 and 15 emphasizing reading comprehension summaries within a 45-minute class, requiring students to actively complete the tasks in about 10-12 minutes The lessons are divided into three parts: Before You Read, While You Read, and After You Read Before You Read aims to familiarize students with the topic through brainstorming and vocabulary pre-teaching, while During You Read involves tasks such as guessing meanings, identifying main ideas, and answering comprehension questions After You Read focuses on discussion, summarization, and retelling, helping students consolidate language skills and deepen their understanding of the texts.
The English Department at LTKHS comprises eleven teachers aged between 30 and 50, each employing traditional teaching methods Most English teachers in high schools focus primarily on grammar, vocabulary, reading, and writing to help students excel in exams They typically rely on textbook exercises without designing additional activities that deepen students' understanding of reading texts As a result, students often show little interest in English lessons, leading to passive learning experiences and limited improvement in reading skills This conventional approach hampers students' engagement and overall language development.
Participants
This study involved two groups of 11th-grade students, 11B10 and 11B11, aged 16 to 17 years old The total sample included 80 students—40 from each class—with a gender distribution of 32 males and 48 females Both groups demonstrated similar levels of English proficiency, ranging from elementary to pre-intermediate, based on their assessment results.
English final test in the first semester but also their pretest scores These two intact classes are taught by the same Vietnamese teacher of English
Control class Experimental class Total number of subject
Table 2: Background information about the participants
This ten-week study, based on the MOET-approved English major curriculum for teacher training, compared two teaching methods for reading text summaries The experimental group utilized mind mapping techniques to enhance students' summarization skills, while the control group completed post-reading tasks without mind mapping The research aimed to assess the effectiveness of mind mapping in improving students' reading comprehension and summarization abilities.
Rationale for using quasi-experiment
Campbell and Stanley (1966) highlight the advantages of using quasi-experimental designs in natural social settings for evaluating learning assistance centers, emphasizing their practicality for answering key questions about program improvement, accountability, and knowledge They argue that quasi-experimental methods are more feasible than true experimental designs because they allow for easier sampling and comparison of non-randomly selected groups, making them suitable for real-world evaluations where randomization is often impractical.
A quasi-experiment is a relatively time-efficient research method, often designed to minimize threats to reliability and validity Although not necessarily quick to execute, it can typically be completed within a 10-week timeframe The results are usually presented numerically, such as test scores, and analyzed using advanced statistical software to explore the causal relationships between variables.
Through close interactions with students during quasi-experimental research, researchers can gain a comprehensive understanding of how mind mapping influences students' ability to summarize reading texts This insight makes conducting a quasi-experimental study a viable alternative to a true experiment, providing valuable evidence on the effectiveness of mind mapping in improving reading comprehension and summary skills.
A quasi-experiment can yield reliable results with acceptable internal and external validity, ensuring the trustworthiness of the findings Additionally, the researcher utilized a questionnaire administered to experimental students, along with analyzing their pretest and posttest scores across two groups to assess the effectiveness of the intervention.
In brief, as far as theory and practice are concerned, this method seems to be the best choice only to test the hypothesis that it is accepted or rejected.
Experiment design
This study utilized a quasi-experimental research design to evaluate the effectiveness of teaching reading text summaries through Mind Mapping (MM) integrated into the English textbook The primary goal was to test the hypothesis that MM enhances students' ability to summarize English texts The research process involved specific steps to implement and assess this teaching method, ensuring accurate measurement of its impact on learners' reading comprehension skills.
1 The pre-test was administered to the control class and experimental class
2 Mind mapping was introduced to the experimental class The teacher used mind maps as a revision tool for the post-test The control class, however, was not exposed to mind mapping at all
3 The post-test was administered to the control and experimental class
11B10 E Using mind mapping in post reading stage to summarize the text
(O1): Pretest (O2): Posttest 11B11 C Without using mind mapping in post reading stage
(O1): Pretest (O2): Posttest Table 3: The design of the study (Adapted from Hopkins & Antes, 1990)
Research Variables
Accordingly, there were two variables that would be investigated in the experimental research which are dependent variable and independent variable
An independent variable is the factor that influences the dependent variable, which is the outcome affected by the independent variable (Coolidge, 2000:15) In this context, mind mapping techniques presented to students serve as the independent variable, representing the primary factor under investigation This relationship is exemplified in the study’s focus on how mind mapping impacts students' learning, as detailed in the reading schedule outlined in Appendix 1.
Students‟ scores in reading text summary would be the dependent variable which is observed and measured to determine the effect of the independent variable.
Data collection instruments and procedure
According to Arikunto (1996:136), research instruments are media used by researchers to collect data effectively In this study, the primary data collection tools included pretests, posttests, and questionnaires, all designed to gather relevant information to answer the research questions accurately.
The pretest and posttest were developed based on reading model tests commonly used for 11th-grade students, ensuring alignment with curriculum standards Each test consisted of two sections: the first assessed students’ vocabulary knowledge related to the topics, while the second required them to write a concise summary (up to 80 words) on "Sources of Energy" in the pretest and "Space Conquest" in the posttest Both parts contributed equally to the total score of 10 points, with 5 points allocated to each section, providing a balanced evaluation of vocabulary and summarization skills.
A written questionnaire was administered to 40 students of experimental group at the same time In order to receive the objective results from these students,
The study utilized a well-designed questionnaire, comprising 10 closed questions and three open-ended questions, to effectively assess students' attitudes toward teaching reading comprehension through the use of mind mapping technique The questionnaire aimed to gather comprehensive insights into students' perceptions and experiences, providing valuable data for understanding the impact of mind mapping on reading summary skills The results, detailed in the appendix, highlight students' positive attitudes and perceived benefits of integrating mind mapping into reading instruction.
5) After having the result of pretest, posttest scores and questionnaire which lasted
10 weeks, the researcher collected and analyzing all the data, the researcher started discussing data findings and then the conclusions and suggestions were given
In this study, the researcher personally conducted both classes and implemented a structured teaching process To evaluate learning outcomes, the researcher collected data through pretests, posttests, and questionnaires These methods provided comprehensive insights into students' progress and the effectiveness of the instructional approach.
In the first week, a total of 80 students participated in a pretest conducted under strict supervision by the researcher The collected test scores were carefully analyzed to assess students' reading text comprehension and summarization skills, as documented in Appendix 3.
- Apply mind mapping techniques to teach reading text summary on the experimental class; whereas, apply conventional techniques as handouts or exercises on the control class
- Design and administer the posttest for both classes (see in appendix 3)
- Analyze both groups‟ posttest scores to set up the difference in reading text summary between two classes after the experimental period
- Design and deliver the questionnaire to the experimental group to get their opinions of teaching reading text summary through mind mapping
- Collect and analyze all the data for the results of the study
- Discuss the data findings and draw out conclusions and suggestions for further study.
Data Analysis procedure
The data were analyzed by using Microsoft Excel In term of descriptive statistics and interpretations of pretest and posttest scores and all the questionnaire items
The study analyzed pretest and posttest scores to assess the effectiveness of the treatment on students' reading comprehension Both tests were independently scored by the researcher and a fellow English teacher to ensure reliability The collected data were statistically analyzed using measures such as means, medians, standard deviations, and two-tailed t-tests Results indicated whether the experimental and control groups showed significant improvements in their ability to summarize reading texts after the intervention period.
To assess students' opinions on teaching reading summaries through mind mapping, a structured written questionnaire was administered Each statement in the questionnaire offered three response options: agreement, disagreement, and no opinion The collected responses were analyzed and presented as percentage data, providing clear insights into students' perspectives on the effectiveness of mind mapping in reading comprehension.
Data analysis and discussions
Data analysis
To evaluate the effectiveness of MM techniques on students’ reading text summaries after 10 weeks of treatment, pre-tests and post-tests were administered simultaneously to both experimental and control groups Each 15-minute test assessed students’ memory and summarization skills, including time for checking words and summarizing the text The results from these assessments were analyzed to compare the improvements in reading and memory skills between the two groups, providing insights into the impact of MM techniques on student learning outcomes.
3.1.1.1 Comparison between pretest scores of experimental class and control class
Before implementing the program, a pre-test was administered to both the experimental and control classes to establish a baseline A two-tailed t-test for two samples assuming unequal variances was conducted to determine whether both classes started from a similar point The results showed that the mean scores were 5.33 for the experimental class and 5.15 for the control class, with the difference being statistically insignificant at p < 0.05 (t-value = 0.75, which is less than the t-critical value of 1.99, and p-value = 0.46, greater than 0.05) These findings indicate that there was no significant difference between the two groups, confirming that they were almost equivalent at the start of the study.
P(T