VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE THE EFFECTS OF MIND MAPPING TECHNIQUE ON STUDE
INTRODUCTION
Background to the study
In today's globalized world, the significance of English cannot be overstated, as it is extensively utilized across various countries and continents Consequently, English has emerged as the dominant global language, leading to a rapid increase in the demand for English language learning.
In Vietnam, the importance of English is increasingly recognized, leading to its early introduction in education Universities and colleges are focusing on providing students with English-language resources and ensuring standardized foreign language proficiency Proficiency in English, particularly in writing, opens up numerous career opportunities.
In today's globalized world, proficiency in English is essential for young people seeking high-quality jobs and effective communication As the primary language in corporate environments, English skills are crucial for understanding and accessing scientific resources Companies often prefer graduates with strong English abilities, as this facilitates their expansion into international markets Consequently, students who excel in English are more likely to utilize foreign information and resources, leading to better job opportunities Therefore, mastering English is not only necessary but also urgent for success in the modern job market.
Mastering a foreign language involves developing four key skills: listening, speaking, reading, and writing Each skill has unique characteristics that can present both advantages and challenges for learners Among these, writing is often regarded as the most difficult skill for English as a Foreign Language (EFL) learners, as it is a productive skill that demands significant effort and various factors for mastery Consequently, even if a learner excels in listening, speaking, or reading, they may still struggle with writing, highlighting the need for dedicated practice to achieve proficiency.
Writing skills are essential for effective communication and play a vital role in social interactions Throughout history, humans have developed writing systems to express thoughts and ideas, leading to a rich variety of languages that enhance understanding Writing is often regarded as one of humanity's greatest inventions, transforming lives and enabling communication not only with contemporaries but also with past and future generations It preserves cultural and historical values, making it crucial in today's information technology-driven world, where most interactions occur online Proficient writing skills are necessary for success in the workplace, allowing individuals to articulate their ideas clearly and pursue their career aspirations In conclusion, mastering English writing skills is of utmost importance for personal and professional development.
The writing teaching method in Vietnam primarily emphasizes the final product over the writing process, which contributes to the challenges students face (Tran, 2007, p 152) Consequently, when assigned a topic, students tend to focus solely on completing their work rather than engaging in a comprehensive writing process.
Vietnamese teachers often struggle to revise students' writing due to the high volume of papers they must grade, particularly in high school classes with over forty students This large class size limits the teachers' ability to focus on individual students Additionally, when they do provide feedback, it typically centers on grammar and vocabulary issues (Pham, 2000, as cited in Tran).
Despite years of English learning, students often neglect writing practice, leading to poor results Observations in a high school writing class revealed that students paid little attention to writing skills, primarily because these skills are not assessed in mid-term or final exams Consequently, teachers prioritize other areas, particularly grammar, causing writing to be overlooked This neglect from both educators and students makes low performance in writing an inevitable outcome.
To address the challenges students face in writing, it is essential to identify effective methods for enhancing their writing skills According to Raimes (1983), students often struggle not only with vocabulary and grammar but also with articulating ideas in a second language Consequently, it is crucial for writers to be equipped with appropriate techniques that can assist them in navigating their writing tasks effectively.
Writing is often perceived as a challenging skill for learners, as many struggle with confidence, motivation, and vocabulary limitations (Hedge, 1991, p 6) To address these obstacles, it is essential to utilize tools that facilitate the writing process One effective method for enhancing students' writing skills is the use of mind mapping This technique aids in idea generation, organization, and structuring, making it an excellent choice for teaching writing Mind maps have a long-standing history in education, particularly for introducing topics and capturing ideas effectively.
In conclusion, the benefits of mind mapping highlight the necessity for researchers to implement this technique in writing classes This approach aims to enhance the teaching and learning of writing while also boosting Vietnamese students' motivation during writing lessons.
Statement of the problem
Recent studies indicate that Vietnamese students struggle with English writing skills due to inadequate teaching methods This lack of effective instruction has led to difficulties in completing writing tasks and diminished motivation in writing classes To tackle the issue of low writing proficiency, this study aims to explore the mind mapping technique as a potential solution to enhance students' writing outcomes.
Aim of the study and research questions
This study explores the effectiveness of mind mapping as a technique to improve students' paragraph writing skills and examines their attitudes towards its implementation in classroom instruction To achieve this objective, the research focuses on two key questions.
1 Does using mind mapping technique have any significant effects on students’ narrative writing?
2 What are students’ perspectives towards the application of mind mapping technique in learning narrative writing?
Significance of the study
Despite the extensive research on mind mapping, there is a lack of studies examining its impact on students' narrative paragraph writing in Vietnam This presents a unique opportunity to explore the benefits of the mind mapping technique in this context.
This study highlights the importance of enhancing writing skills, particularly paragraph writing, which is essential for high school students and beneficial for both students and teachers in the teaching and learning process.
In university, students encounter various writing assignments, making strong writing skills essential Mastery begins with crafting effective paragraphs, which serve as the foundation for more complex writing tasks like essays, theses, and dissertations This study also benefits teachers by introducing new teaching methods for writing instruction, fostering a more engaging learning environment As students become more involved and enthusiastic about writing, teachers experience greater satisfaction in their roles, leading to more effective teaching and learning outcomes in writing classes.
This study significantly contributes to the literature on mind mapping in English as a foreign language (EFL) classrooms, particularly regarding its effects on teaching writing in the Vietnamese context While numerous studies have explored the benefits of mind mapping, there is a lack of research focused on its impact on writing instruction Additionally, understanding students' attitudes towards mind mapping across different levels and contexts is crucial for further investigation.
Organization of the study
This study is structured into five chapters Chapter 1 outlines the study's background, problem statement, objectives, research questions, significance, and organization Chapter 2 reviews relevant literature, focusing on the theoretical aspects of mind mapping and previous research Chapter 3 details the research site, participants, methodology, analytical framework, and addresses validity and reliability concerns Chapter 4 presents the findings and discusses the results Finally, Chapter 5 concludes the study by highlighting its strengths and weaknesses, along with recommendations for future research and applications.
LITERATURE REVIEW
The implementation of mind mapping technique in teaching narrative writing
The process approach to writing emerged in the 1980s, shifting focus from a language-based method to one that emphasizes the writing process itself This approach encourages writers to engage in all stages of writing, from planning to revising, ultimately leading to the completion of the final product As noted by Applebee (1986), it allows for a deeper understanding of writing by concentrating on the actions of the writer rather than solely on the appearance of the finished work, such as organization, spelling, and grammar.
The process approach to writing emphasizes the importance of engaging in all stages of the writing journey rather than solely focusing on the final product In this model, learners take responsibility for their writing, while teachers act as facilitators, catering to students' needs, expectations, and learning styles This collaborative effort between students and teachers is essential for successfully navigating the writing process However, this approach has its drawbacks, as it often overlooks the context in which writing occurs and tends to promote a more individualistic and cognitive process rather than fostering a social and cultural environment.
Writing as a process can be categorized into three key stages: prewriting, writing, and rewriting, as noted by Murray (1972) Similarly, Hay and Flower (1981) identify planning, translating, and reviewing as essential components of the writing process During the planning stage, writers establish goals and devise a strategy to meet them The translating stage involves using this plan to convert ideas from the writer's memory into written text Finally, the reviewing stage focuses on proofreading and editing the completed work.
Seow (2002) outlines a seven-step process for writing, emphasizing four core stages: planning, drafting, revising, and editing, along with three teacher-imposed stages: responding, evaluating, and post-writing The planning stage involves generating and refining ideas through techniques like brainstorming and WH-Questions During drafting, students create their initial drafts based on their plans without making corrections The responding stage allows for peer feedback on drafts, followed by revising, where students focus on improving organization and content The editing stage involves checking spelling, punctuation, grammar, and vocabulary In the evaluation stage, students use a scoring rubric to assess their work Finally, the post-writing stage concludes the process, where students present their polished pieces to peers and teachers or share them through portfolios.
Writing is a multi-stage process that generally includes three main steps: pre-writing, writing, and post-writing While different authors may label these stages differently, they all emphasize the same core activities The first stage involves preparation for writing, followed by the drafting of the initial text, and concluding with the checking and editing of the written work Despite variations in the specifics of these steps, educators in EFL writing classrooms can adapt the process to fit their needs In this study, Seow’s (2002) seven clearly defined steps will be utilized for teaching writing, as they are straightforward and easy to implement.
2.3.2 Evaluation of narrative writing text
Various authors have identified key elements of effective writing, with Jacobs et al (1981) proposing five essential components: content, organization, vocabulary, language use, and mechanics Each component is assessed on four levels—very poor, poor to fair, average to good, and very good to excellent—along with clear descriptors of writing proficiency and a numerical scale The scoring ranges for each skill are as follows: content (13-30), organization (7-20), vocabulary (7-20), language (5-25), and mechanics (2-5) Hamp-Lyons (1990) notes that this scoring procedure is "the best-known scoring procedure for ESL writing at the present time" (p 78).
Raimes (1983) shows that there are nine aspects of a good writing They are content, the writer’s process, audience, purpose, word choice, organization, mechanics, grammar and syntax
Figure 3: Producing piece of writing (Raimes, 1983)
Heaton (1988) outlines five key aspects of writing in his book: language use, which focuses on grammatical and syntactical appropriateness; mechanical skills, encompassing punctuation and spelling; treatment of content, reflecting the ability to express ideas; stylistic skills, related to language usage; and judgment skills, which assess the organization of ideas To produce high-quality writing, it is essential for writers to consider organization, content, vocabulary, syntax, and mechanics (Brown, 2001).
Gutierrez, Puello, and Galvis (2015) identified five key criteria for evaluating students' written work: the use of connectors, the clarity of ideas presented, grammar and syntax, vocabulary, and spelling.
The three lists highlight overlapping factors in writing, particularly the relationship between grammar and syntax, as grammar is a key component of syntax Additionally, the writer's process, audience, and purpose are reflected in the text's organization and content By adhering to a solid writing process that includes generating, drafting, and revising, writers can create well-structured texts When the content is relevant, clear, and engaging, it enables writers to achieve their intended purpose and effectively meet the needs of their audience.
In addition, it can be seen that there are similar aspects, namely Organization, Content, Vocabulary, Syntax and Mechanics in the lists of Jacobs et al (1981), Raimes
(1983), Heaton (1988) and Brown (2001) To sum up, it is believed that a good piece of writing should be evaluated based on these five aspects.
Empirical research
Research indicates that the mind mapping technique significantly enhances students' writing skills Due to its positive impact on student achievement and attitudes, mind mapping has become an effective teaching strategy for writing instruction.
In a study by Al Jarf (2009) titled “Enhancing freshman students’ writing skills with a mind-mapping software,” 86 EFL female freshman students from the College of Languages and Translation at King Saud University were divided into two groups The control group received traditional instruction based solely on textbooks, while the experimental group utilized a combination of traditional teaching and mind mapping software Initially, there was no significant difference in writing abilities between the two groups However, post-test results indicated that the experimental group, which used the mind mapping software, demonstrated significantly improved writing skills.
Laksmono (2015) conducted a study titled “The Effect of Mind Mapping Technique on the Narrative Paragraph Writing,” utilizing a nonequivalent group pre-test and post-test design with ninth grade students from SMPK Stella Maris Surabaya The research involved two groups: an experimental group taught with mind mapping and a control group using Semi-Controlled Writing Following a pre-test, both groups received three 80-minute treatment sessions before taking a post-test The evaluation of students' writing focused on criteria such as content, vocabulary, organization, language use, and overall narrative composition The findings indicated a significant improvement in content, vocabulary, organization, and total narrative composition scores, while the effect on language use was present but not statistically significant, as the two-tail test probability value exceeded 0.05.
Wijaya (2015) conducted a quasi-experimental study titled “The Effect of Using Mind Mapping on the Writing Comprehension Ability of the Tenth-Grade Students at SMA Tiga Maret Yogyakarta in the Academic Year of 2014/2015.” Data was collected through pre-tests and post-tests, with initial assessments ensuring homogeneity and normality The hypothesis was then tested using Analysis of Covariance (ANCOVA) Contrary to previous findings, the results indicated no significant difference in writing ability between students taught with mind mapping and those taught using conventional methods, suggesting that mind mapping did not enhance students’ writing skills.
A study by Bukhari (2016) titled “Mind Mapping Techniques to Enhance EFL Writing Skill” investigated the effectiveness of mind mapping in teaching writing to Saudi intermediate learners The research involved 40 learners and 20 English language teachers from the English Language Institute, and it was conducted in two phases: a survey phase and an experimental phase After an 8-week treatment, the findings revealed significant improvements in the learners' writing, specifically in cohesion, coherence, content, paragraph structure, and overall length.
Rahmah (2017) conducted a study titled “The Effectiveness of Using Mind Mapping Technique on Students’ Writing Ability in Descriptive Text” at MTs Negeri 1 Kota Tangerang Selatan, focusing on eighth-grade students during the 2016 academic year.
In 2017, a quantitative study employing a quasi-experimental design was conducted with a sample of 52 eighth-grade students, consisting of an experimental class and a control class The research utilized written tests for both pre-tests and post-tests, evaluated through an analytical scoring rubric The findings indicated that the mind mapping technique positively impacted students' ability to write descriptive texts.
Research indicates that the mind mapping technique effectively enhances students' writing skills across various studies Notably, Laksmono (2015) demonstrated improvements in content, vocabulary, and organization in narrative writing, although language use fell short of expectations However, this study did not incorporate a process approach to writing instruction Furthermore, there is a lack of research on the application of mind mapping in narrative paragraph writing within the Vietnamese context To address these gaps, the current study will implement the mind mapping technique alongside a process approach to teach narrative paragraph writing.
Chapter summary
Chapter 2 has presented the literature review of the thesis including four main parts First, the researcher provided some theory of mind mapping and narrative writing Next, she clarified the reasons and procedure for using mind mapping in teaching narrative writing Ultimately, the empirical studies and the gap of the study were highlighted in the last part.
METHODOLOGY
Research site
This study was conducted over a two-month period from August 14 to October 20, 2017, at Viet Anh High School in Ho Chi Minh City, which is part of the Major Education Group The school offers a variety of English courses for both young learners and adults, with students enrolled in two main programs: a Vietnamese program and an International English program The latter includes the International English Language Testing System (IELTS) course At the time of the study, the school had a total of 425 students.
In fact, Viet Anh School consists of two campuses, namely VA1, located at 269A Nguyen Trong Tuyen, Ward 10, Phu Nhuan District, and VA2, located at No 1, Street
The research was conducted at VA1 in the Vinh Loc Residential Area, located in Binh Hung Hoa Ward, Binh Tan District, during the 2017-2018 academic year, where the researcher was assigned to teach English.
Participants
The study involved 40 tenth-grade students from Viet Anh High School, specifically from classes 10A1 and 10C1, which the researcher oversaw The selection of students was based on specific criteria.
The researcher's study involved teaching four classes of tenth-grade students, from which two classes were selected for evaluation These classes were chosen due to their similar learning conditions and use of the same course materials, ensuring that the students possessed comparable knowledge and background for the research.
The researcher conducted a general test with four classes to select two that were at the same academic level Consequently, class 10A1 was designated as the control group, while class 10C1 was assigned as the experimental group.
Both the experimental and control groups received simultaneous instruction from the researcher, ensuring that factors such as time, study conditions, and examinations did not influence the results.
The personal information of two groups is shown in the table below
The table presents the demographic details of both the experimental group, consisting of 19 students (N = 19), and the control group, which includes 21 students (N = 21) It highlights key factors such as gender, age, duration of English study, and participation in additional English courses during the data collection period.
First of all, in terms of gender, among 19 students in the experimental group, there are 14 males and 5 females In the control group, the number of male students is
Out of 21 students, 14 are male and 7 are female, indicating a slight difference in the percentage of male and female students in both groups.
Attending any extra English courses
Secondly, in terms of age, a majority of students in two classes are in the age of
16, only one student from each class is 17 years old
The duration of English study is a significant factor, with all students in both groups having learned the language for over 5 years Specifically, in the experimental group, 15 out of 19 students have dedicated between 5 to 8 years to their English studies, while only 4 students have studied for a longer period.
In an analysis of English language learning duration, it was found that 16 out of 21 students in the control group have studied English for 5 to 8 years, while 5 students have exceeded 8 years of study This indicates that both groups have spent a comparable amount of time learning English, primarily starting during their primary school years.
During data collection, most students in both groups did not enroll in additional courses, as they dedicated their entire day to studying at school Consequently, the researcher did not need to consider the effects of extra courses on the students In summary, the background information indicates that the two groups are not significantly different in the four aspects discussed.
A significant majority of students in the experimental group recognized the importance of writing skills, with 98 students affirming that writing is either important (14%) or very important (84%).
Methodology
This section deals with the three parts of the study approach, method, and technique
This study aims to evaluate the effectiveness of the mind mapping technique on students' narrative paragraph writing skills and to assess their attitudes towards its application To achieve these objectives, a quantitative approach was selected to measure the impact of this specific treatment on the participants (Yount, 2006).
Creswell (2002) identifies three designs within the quantitative paradigm: experimental, correlation, and descriptive (survey) The experimental design is further categorized into pre-experimental, true-experimental, and quasi-experimental types (Hatch & Farhady, 1982) Quasi-experimental methods are particularly useful when random sampling is not feasible, making them effective for assessing the impact of educational programs This study focuses on two variables: the independent variable, which is the mind mapping technique, and the dependent variable, students' writing ability, highlighting their cause-and-effect relationship.
The study utilized various research instruments, including pre-tests, post-tests, and a questionnaire The intervention applied in this research was the mind mapping technique, which was not implemented in the control group.
This study employs tests to assess students' writing skills, utilizing a pre-test to evaluate their abilities prior to the treatment and a post-test to measure the differences in writing achievement between the two groups after the treatment.
The data collection procedure involved the researcher selecting two classes at Viet Anh High School, where she served as the teacher To ensure student cooperation, she explained the purpose of her study and its relevance to her thesis for the TESOL course at FELL, USSH Students were informed about their roles in assisting with the research.
Both groups of students participated in a pre-test, which involved a 30-minute assignment to write a narrative paragraph The test was conducted in class on the same day for all students in the morning Most students felt at ease while taking the test, and once completed, their papers were collected and evaluated by two raters.
The questions for the pre-test and post-test were taken from the textbook named
The researcher utilized the Smart Time packet, which includes both a student’s book and a workbook, for her teaching demonstration during the treatment phase, following the pre-test.
The effectiveness of this study is significantly influenced by the teaching material The researcher dedicated considerable time to thoroughly examine the material prior to creating the lesson plans for her classes The primary resource utilized in this study is Tieng Anh 10 (Hoang et al.).
In Vietnam, the official materials for 10th grade students include "Tieng Anh 10" and "Smart Time" (Evans & Dooley, 2017) These books were selected as primary resources because "Tieng Anh 10" is a mandatory part of the curriculum, particularly featuring the first unit focused on narrative writing.
In addition, the Smart Time is a new series of books published by Viet Nam Education Publishing House
In the 10th grade curriculum, students have four English periods weekly, with the first three being compulsory and one optional, allowing teachers to select materials and skills to enhance English proficiency This flexibility enables the researcher to implement mind mapping techniques for teaching writing skills, providing students with access to new books and methods Careful consideration was given to selecting lessons that align with narrative writing, resulting in the choice of four out of nine units from the curriculum Specifically, the lesson plans incorporated five units, with Unit 1 sourced from Tieng Anh 10 and Units 2, 3, 6, and 9 from the Smart Time book, as summarized in Table 3.
The researcher develops lesson plans for both the control and experimental groups, where the control group receives traditional instruction, while the experimental group learns to write narrative paragraphs using the mind mapping technique and the process approach The teaching procedures are outlined in detail.
All students received instruction on story writing in the 9th grade, which provides them with a foundational understanding of narrative writing To enhance the effectiveness of this study, the researcher will conduct a lesson on narrative writing, ensuring that all participants have a comprehensive grasp of the topic.
Table 3: The summary of selected materials
1 A day in the life of …
• - Narrative and the past simple
• - an email about a visit to a place
• - an informal email about your holiday (TIPS: adjectives; tenses opening / closing remarks; brainstorming)
• - a story (TIPS: sequence words; tenses; adjectives, story cards)
• - a short text on the national weather service in your country
• - a blog comment / email about a festival
• - an email describing a celebration you attended (TIPS: adjectives; recommending; error correction)
• - a short text about a festival in your country
• - narrating an experience and recommending
• - an informal letter your neighborhood (TIPS: word order; brainstorm)
In the initial phase, the researcher guides her students through the lesson content and exercises For the control group, class 10A1, she employs a traditional technique to help students plan their writing by brainstorming ideas Following the lesson, the teacher engages students with topic-related questions, encouraging them to respond while providing feedback and vocabulary support as necessary Students then draft their writing, receive feedback on their drafts, and subsequently finalize their work before submitting it to the teacher for evaluation.
In class 10C1, the experimental group will engage in a seven-step writing process that includes planning, drafting, responding, revising, editing, evaluating, and post-writing The initial step involves students generating ideas through the mind mapping technique, as directed by the researcher.
The mind mapping technique will be introduced to the experimental group to ensure they understand what a mind map is and how to create one The researcher will demonstrate the process by presenting a topic on the board and engaging students with questions such as, “What are you going to write?”, “Who is going to read it?”, “What should you include?”, and “How many words should you read?” This interactive approach will help students gain a clear understanding of their writing task.
Analytical framework
After completing the pre-test, post-test, and questionnaires, the researcher began analyzing the data Quantitative analysis, which offers a statistical and numerical perspective on people's opinions (Creswell, 1994), will be employed to evaluate the results from these assessments.
Quantitative analysis was employed to evaluate the data from the pre-test and post-test results of both the experimental and control groups The assessments were graded using an analytical scoring rubric, which is detailed in Appendix C.
First, the students’ scores were classified into four categories based on the way of classifying students’ levels of Vietnamese education program
The t-test, as noted by Brown (2001, p 146), is a statistical method used to compare two means and assess the significance of their differences To evaluate the differences between two groups, the independent samples t-test was employed A difference is considered not significant if the obtained significance (2-tailed) value exceeds the alpha level of 0.05; conversely, a significance value of 0.05 or lower indicates a statistically significant difference.
To investigate the effects of mind mapping on various writing components, the researcher employed a one-way ANOVA test, also known as single factor analysis of variance This statistical method compares two or more independent groups concerning a dependent variable To ensure the accuracy of the ANOVA results, certain assumptions must be verified According to Morgan et al (2004), these assumptions include: (1) the independence of observations, meaning that the score of one participant should not influence the scores of others; (2) equal variances of the dependent variable across groups; and (3) the normal distribution of the dependent variable within each group.
This study utilized a five-point Likert scale for its questionnaires, coding student responses into numeric values for ease of computation The assigned values were as follows: Strongly disagree = 1, Disagree = 2, Neutral = 3, Agree = 4, and Strongly agree = 5 Data analysis included calculating the mean, frequency, and percentage, which were presented in bar charts and tables.
According to Mamhot, Martin and Masangya (2013), the scoring for questionnaire items was established as follows
Table 8: Interpretation of mean scores
The data gathered from the questionnaires will be displayed using bar charts to illustrate the mean values, along with tables that present the frequency and percentage of responses Each table will analyze the data for each item across two rows: the first row will show the frequency of student responses, while the second row will indicate the corresponding percentage.
Issues of validity and reliability
To achieve the research objective, it is crucial to carefully consider the validity and reliability of the measures used As noted by Bachman (1990, p 160), enhancing the reliability of our measures is essential for ensuring validity Therefore, a test score can only be deemed valid if it is also reliable.
Validity, as defined by Gregory (1992), refers to "the extent to which a test measures what it claims to measure" (p 117) A valid measure accurately assesses its intended target without interference from extraneous factors Content validity specifically evaluates whether the test items genuinely represent the theoretical domain of the latent construct being measured It is essential that these items serve as a representative sample of all potential questions derived from the construct (Crocker & Algina, 1986; DeVellis, 1991; Gregory, 1992).
Reliability refers to the consistency of a survey in measuring its intended variable (Brown, 2001) It is defined as the extent to which an instrument yields the same results under identical conditions and with the same subjects (Wysocki, 2007) An instrument is deemed reliable if it consistently assigns the same score to individuals or objects that possess equal values.
In this study, the researcher checked the validity and reliability of the two instruments, namely tests and questionnaires as follows
The instrument's validity was assessed through content validity, which ensures it effectively defines its measurement goals In this study, the test topics were derived from the textbook used by students, specifically focusing on knowledge acquired in the 9th grade for the pre-test Consequently, the test objectives can be confidently affirmed.
To ensure test reliability, an analytic scoring rubric was developed to minimize teacher bias in evaluating student papers The rubric was designed by identifying essential elements of effective writing and incorporating indicators that reflect the characteristics of narrative texts.
To ensure the reliability of the test, the researcher employed inter-rater reliability, which measures the consistency of different raters' evaluations The two raters involved in assessing the students' writing were the researcher and an experienced English teacher from Viet Anh High School, who has five years of teaching experience and serves as the group leader of the English department Recognizing her diligence and reliability, the researcher invited her to participate as the first rater Following an informal discussion about the study, the researcher presented the analytical scoring rubric and provided a clear explanation They then collaborated on marking a test paper to ensure mutual understanding of the rubric and effective evaluation methods.
To ensure the validity of the independent samples t-test, the researcher checked key assumptions regarding the mean score According to Hoang and Chu (2008), a critical assumption is that the variances of the two groups' scores must be equal When this assumption holds, the t-test results can be interpreted as indicating a significant difference between the means In this study, the researcher employed Levene’s test to assess the equality of variances for the two groups (Hoang & Chu, 2008, p 136).
To enhance the value of questionnaires, it is essential to thoroughly assess their reliability Brown (2001) emphasizes that while raw frequency serves as the fundamental unit of analysis, relying solely on percentages can obscure critical information; thus, presenting both metrics is advisable Key aspects to consider in Cronbach’s alpha include the Corrected item-total correlation and the impact on Cronbach’s alpha if an item is removed De Vaus (2004) notes that a corrected item-total correlation below 03 indicates a weak correlation, which is significant for item analysis.
Also, according to Brown (2001, p 173), the value of Cronbach’s Alpha provides
An accurate estimate of internal consistency can be achieved using responses that are coded dichotomously, such as right or wrong, or on a scale like the Likert scale.
In addition, if this value is above 0.7, the reliability of the instruments is considered acceptable (Nunnaly, 1978; Pallant, 2007, p 97).
Chapter summary
Chapter 3 has shown the methodology employed in this study to find out the answers to the two research questions presented in Chapter 1 In this chapter, the researcher provided the description of the research site, participants’ background information, the research methodology, the analytical framework and the issues of validity and reliability.
DATA ANALYSIS AND DISCUSSION
Data analysis
After being marked by two raters, the individual scores of the control and the experimental groups can be found in Appendix E
The two tables below show the results of the inter-rater reliability tests for the pre-test and post-test of both groups
Table 9: The correlation coefficient of pre-test
** Correlation is significant at the 0.01 level (2-tailed)
Table 10: The correlation coefficient of post-test
** Correlation is significant at the 0.01 level (2-tailed)
The Pearson Correlation values for both the control and experimental groups in the pre-test were below 0.05, indicating a significant correlation between the two raters This significant correlation was also observed in the post-test assessments for both groups, as the Pearson Correlation values remained below 0.05.
4.1.1.2 Resemblance in the pre-test
To facilitate score comparison between the two groups, the researcher categorized learners' scores into four distinct levels: excellent, good, average, and poor Each participant's pre-test score was determined by averaging the scores given by two raters, as detailed in Appendix E.
Table 11: Grouping of pre-test scores
Table 11 illustrates the pre-test grade distributions for both the control and experimental groups, revealing that neither group had students achieving excellent scores While both groups had a few students with good scores, the control group had nearly double the number (9 students) compared to the experimental group (5 students) Notably, a significant portion of students in both groups received average and poor scores, with 12 out of 21 in the control group and 12 out of 19 in the experimental group This indicates that over half of the students in each group fell into these categories Overall, the results suggest that, at the outset, students in both groups exhibited similar writing skill levels, with a few achieving good scores and the majority receiving average scores.
To enhance clarity, the average score for each group was calculated The following table presents the descriptive data from the pre-test for both the control and experimental groups.
Table 12: Group statistics of pre-test
Control Group Pre-test 21 5.7500 1.42056 30999 Experimental Group Pre-test 19 5.5868 1.59912 36686
Table 12 presents the group statistics for pre-test results, including mean, standard deviation, and standard error of the mean The control group has an average score of 5.75, with a standard deviation of 1.4 and a standard error of 0.3 In contrast, the experimental group shows an average score of 5.58, a standard deviation of 1.6, and a standard error of 0.36 The calculated difference between the means of the two groups is 0.16, indicating a slight disparity.
An independent samples t-test was conducted to determine if there is a significant difference between the average scores of the two groups, with the results presented in the table below.
Table 13: Independent Samples t-test of pre-test scores for control and experimental group
Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig t df Sig Mean differences
95% Confidence Interval of the Difference Lower Upper
The statistical analysis reveals two key components: Levene’s Test for Equality of Variances and the t-test for Equality of Means The significance value from Levene’s Test was 444, significantly exceeding the Alpha value of 05 established at the beginning of the study, indicating that the data variances are homogeneous Consequently, the results of the t-test can be deemed reliable.
The analysis of the t-test, assuming equal variances, revealed a t-value of t(38) = 0.342 and a significance level (2-tailed) of 0.734, which exceeds the alpha threshold of 0.05 This indicates that there was no significant difference in the mean scores between the control and experimental groups, suggesting that the students' writing proficiency was comparable prior to the treatment.
The pre-test scores for each writing component were calculated as the average of the scores given by two raters, as detailed in Appendix E To assess the similarity between the two groups regarding their writing components, an ANOVA analysis was conducted, with the results presented in the table below.
Table 14: Mean of pre-test componential scores
The data indicates that the mean scores of the two groups of students are almost identical, highlighting a similarity in the writing component scores between the control and experimental groups.
To compare the learners’ performance, the researcher continued analyzing the Sig value of ANOVA in the table below
Organization score Control group Pre-test 21 1.19 37692
Experimental group Pre-test 19 1.10 34112 Content score Control group Pre-test 21 1.21 25206
Experimental group Pre-test 19 1.13 32234 Syntax score Control group Pre-test 21 1.11 34746
Experimental group Pre-test 19 1.12 32718 Vocabulary score Control group Pre-test 21 1.15 28217
Experimental group Pre-test 19 1.12 33388 Mechanics score Control group Pre-test 21 1.07 38489
Table 15: Descriptive statistics of pre-test componential scores
The analysis of Table 15 indicates that there is no significant difference in the writing skills of both groups across all writing components, as all significance values exceed the alpha level of 0.05.
In order to guarantee the accuracy of ANOVA, the Levene’s test was used and the results were displayed in the table below
Table 16: Test of homogeneity of variances for pre-test componential scores df1 df2 Sig
Table 16 indicates that the scores of both groups across all writing components are homogeneous, as the significance values exceed the alpha level of 0.05 Consequently, the reliability of the ANOVA results is confirmed.
4.1.1.3 Difference in the post-test
The post-test was conducted following the completion of the treatment by the researcher and students Each student's individual score was determined by averaging the scores given by two raters, ensuring inter-rater reliability The post-test scores for both groups are detailed in Appendix E.
Sum of Squares df Mean
Within Groups 4.936 38 130 Content score Between Groups 064 1 064 774 385
Within Groups 3.141 38 083 Syntax score Between Groups 002 1 002 018 894
Within Groups 4.341 38 114 Vocabulary score Between Groups 005 1 005 058 811
Within Groups 3.599 38 095 Mechanics score Between Groups 002 1 002 013 910
Within Groups 5.409 38 142 students’ scores were classified into four groups The bar chart below shows the results of this grouping
Table 17: Grouping of post-test scores
Table 17 reveals a notable disparity in the grades between the two groups The post-test results indicate that five students in the experimental group achieved excellent scores, while none in the control group did Additionally, seven students from the control group and six from the experimental group received good scores, representing 33% and 32% of their respective groups Conversely, 14 students in the control group (66.7%) and eight students in the experimental group (42%) received average or poor marks In summary, the majority of students in the control group scored average, while a higher number of students in the experimental group attained good grades.
To evaluate the significance of the difference between the means of the two groups following the treatment, a t-test was conducted, with the findings presented in Table 18 and Table 19.
Table 18: Group statistics of post-test results
Total score Control Group Pre-test 21 6.1929 84117 18356
Table 19: Independent Samples t-test of post-test in control group and experimental group
Levene’s Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval of the Difference Lower Upper
Discussion of the findings
4.2.1 The improvement of learners’ performance before and after treatment
This study aims to investigate the impact of the mind mapping technique on students' narrative writing skills To demonstrate the effectiveness of this technique, the researcher analyzed pre-test and post-test results The pre-test results were evaluated to confirm the homogeneity of students' writing abilities prior to the treatment, while the post-test results were utilized to assess the effects of the mind mapping technique following the treatment.
The data analysis indicates a similarity in writing skills between the control and experimental groups during the pre-test, while a notable difference emerged in the post-test results.
Before the treatment, both groups exhibited comparable writing skills, with no student achieving excellent scores in the pre-test The majority of students received average or poor scores, with over half scoring below 5 points Although the control group's mean score was slightly higher than that of the experimental group, the difference was minimal An independent samples t-test confirmed that both groups began at the same level, indicating no significant difference in writing ability prior to the treatment.
After the treatment, a notable difference in writing ability emerged between the two groups, with significant improvements observed While some students scored poorly on the post-test, the number of students achieving good and excellent scores increased Notably, no students in the control group received excellent scores, whereas the experimental group had a substantial number of excellent scores Furthermore, the mean scores of the experimental group were significantly higher than those of the control group, indicating a statistically significant difference between the two groups post-treatment In summary, the treatment resulted in a significant disparity in writing ability between the control and experimental groups.
The primary distinction between the two groups lies in their writing organization and content Mind mapping has been shown to effectively assist students in structuring their writing, enhancing its cohesiveness, and significantly improving the overall content However, it did not lead to advancements in students' syntax, vocabulary, or mechanics This finding contrasts with Supriyanto (2013), who suggested that the mind mapping technique could aid students in addressing writing elements like grammar and vocabulary.
Mind mapping offers students a visual way to express ideas through pictures, enhancing their understanding of writing organization and content This technique significantly improves the structure and substance of their work However, it does not positively impact syntax, vocabulary, or mechanics As students focus on keywords, symbols, and images, they struggle to form complete sentences, limiting their ability to enhance syntax Additionally, the emphasis on short phrases restricts vocabulary use, making it challenging for students to construct sentences during writing, which can be time-consuming Furthermore, the lack of practice in writing full sentences leads to overlooked spelling and capitalization errors, ultimately affecting their mechanics scores.
The experimental group demonstrated superior performance compared to the control group after receiving treatment, indicating that mind mapping is more effective than traditional techniques in enhancing writing skills This conclusion aligns with findings from Al Jarf (2009), Laksmono (2015), Bukhari (2016), and Rahmah (2017) Consequently, the positive impact of mind mapping on writing skills suggests it is a valuable method for teaching writing.
4.2.2 Learners’ attitudes towards the application of mind mapping technique in learning narrative writing
The questionnaire results indicate that students hold positive attitudes towards the mind mapping technique The discussion is organized around four key themes: the significance of writing skills, comprehension of mind mapping, the defining characteristics of mind mapping, and the potential drawbacks associated with its use.
Writing skills are highly valued, with most students recognizing their importance When students perceive writing as essential, they are willing to dedicate the necessary attention to improve it.
Students demonstrated a solid understanding of mind mapping, defining it as a form of visual thinking They recognized key characteristics, noting that mind maps are presented in a non-linear format, with branches radiating from a central idea Additionally, sub-branches represent less important themes, and the overall structure is nodal.
The mind mapping technique significantly enhances students' writing skills, particularly in organization and content Students reported improved logical structure in their writing and a boost in the quality of their content However, they perceived no impact on syntax, vocabulary, or mechanics The post-test results corroborated these beliefs, highlighting the effectiveness of mind mapping in specific areas of writing.
Mind mapping significantly enhances students' memory, creativity, and motivation Students reported improved recall of classroom lessons during exams, attributing this success to the mind mapping technique This approach not only fostered creativity by facilitating the generation of new ideas but also made writing lessons more engaging and enjoyable Overall, students experienced minimal difficulties when learning through mind mapping, highlighting its effectiveness as a teaching tool.
Chapter summary
Chapter 4 has analyzed and interpreted the data from pre-test, post-test and tests and questionnaires In addition, the discussion of the findings is highlighted in this chapter A statistical difference was observed between the experimental and control groups, showing that mind mapping technique is an effective way for narrative writing They also have positive attitude to the use of mind mapping technique.