Facilitating teaching reading comprehension by using mind map strategy

FACILITATING TEACHING READING COMPREHENSION BY USING MIND MAP STRATEGY 1.. The students do not interact with the passage they read, nor they build relationships between the terms in the

FACILITATING TEACHING READING COMPREHENSION BY USING MIND MAP STRATEGY

1. Introduction

English is widely used for communication in the world English is used in many fields such as Information Technology, Economy, Science, Arts, Education and Politics With the rapid development of science and technology, young generations (learners) need to develop their ability in many aspects in order not to be left behind Mastering English is one way to reach it

In Vietnam, the position of English is as a foreign language It is taught from the elementary school to university In learning English, there are four skills that have to

be mastered They are: listening, speaking, reading and writing These skills are equally important, but according to Carell (1998) reading is an important means by which, not only is new information learned, but also new language skills are acquired The ultimate goal of teaching English is to enable students to communicate Communication does not only take place with two or more speakers, but also it takes place between a speaker and a text There should be a kind of interaction between the learner (reader) and the text which is being read in order to be good readers

Reading is a necessary skill that any learner needs Reading skill is still one of the most important aspects to be taught in school in order to enable the learners to grasp the meaning from the reading text In the past, according to the traditional view, reading begins with the child’s mastering the names of the letters, then mastering the letter-sound relationships, then learning some easy words in isolation, and finally reading simple stories with highly controlled vocabularies (Harp and Brewer, 1996) Researcher sand teachers as well complain that most learners are not able to understand what they read

In English Foreign Language teaching, reading comprehension is one of the most important factors in assessing learners’ linguistic competence Also, the teacher's notion of reading is very important to determine the most suitable strategies and methods for reading effectively, it can also help in the way teachers tend to teach

reading texts In many school in Vietnam, teachers of English still use the traditional method to present a subject in the textbook and ask students to read whether silently or loudly, and then students have to answer the questions that follow Thus, students naturally do not know how to read meaningfully, or have technical ways to read The result is that the students have no motivation in reading lessons or even if they read, they show negative attitudes They only read the textbook required to be able to perform well in the tests and routine exams The students do not interact with the passage they read, nor they build relationships between the terms in the text to build up the meaning, and then to lead themselves towards reading comprehension The students are not aware of the strategies that may help them in reading, because they are not taught to do so, nor are they immersed in reading activities to follow such strategies On this premise, it is important to the learners to move beyond the text and use mind map strategy-one of the ways that may have a significant impact on the teaching reading process Teachers can use mind maps to activate and tap students’ background knowledge because this strategy can easily be taught and implemented by the students in addition to its significant role in developing students' thinking skills and reading comprehension Also, it can be a helpful reference for students to use in clarifying confusing points as they are reading

2. Mind map strategy

2.1. History of mind maps

Drawings have been used for ages by psychologists, engineers, educators and people in general as a tool for learning, organizing, memorizing, for visual thinking and brainstorming According to historians, the first examples of mind maps were developed by Porphyry of Tyros, a noted thinker of the third century and then by Ramon Llull in 13th century Later Leonardo Da Vinci, Albert Einstein, Pablo Picasso, Paul Klee and Winston Churchill also used these structures of Mind Map form

Many people have used image-centered radial graphic organization techniques in different areas of science, although the origin of mind mapping is attributed to the British psychology author Tony Buzan who developed mind mapping as a technique

in the 1970s (Buzan, 2010) Buzan bases his knowledge on the whole brain thinking

in order to create mind maps (MMs) For instance, from one image it is likely to evoke different associations that add the possibility of unleashing a greater range of associations from one central idea (Buzan, 2000) As humans speak and write in

sentences, their ideas and information should be stored in a linear or list-like manner However, the brain is multi-dimensional, perfectly capable of, and designed for, taking in information, that is to say non-linear The brain, when listening to a series

of spoken sentences, does not absorb information word by word or line by line, it takes information as a whole (Buzan, 2006)

2.2. Definition of mind maps

Mind mapping was first coined in the UK by Tony Buzan in his 1974 book and BBC

TV programme “Use Your Head” A mind map is a visual representation of hierarchical information Mind maps include a central idea or image surrounded by branches of associated topics or ideas Branches are often in different colours to help students to remember the different branches and their associations Subtopics are then added to the branches as ideas flow freely Typically in a mind map, topic and subtopic text is one to two keywords, to provide a reminder for what the idea is More information is then detailed in attached notes As with other visual learning techniques, MMs provide a simplified overview of complex information allowing students to better understand relationships and to find new connections Buzan (2006, p 56) states that a mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of the brain It is a visual map of ideas, laid out in a radial format around a central thought and it involves a unique combination of imagery, colours and visual-spatial arrangement which is proven to significantly improve recall when compared to conventional methods of note-taking and learning by rote It needs imagination and association to activate our brain in remembering something MMs also can be used in the educational context to “help learners to analyze and organize what they know or what they are learning” (Jonassen et al., 1997, p 208)

According to Ontoria (2004) mind mapping is a strategy or technique which also increments options for studying, learning and thinking, and also for adapting to the individual and cooperative knowledge construction MMs are considered as an idea-organization system due to the fact that MM is a graphic resource which integrates the use of the two hemispheres of the brain, allowing the individual a major capacity for comprehending, learning and memorializing things It is for that reason that MMs are believed to be the technique which adopts better the way how the brain functions, and

develops a high intellectual efficiency and level of comprehension.

It is known that people learn in different ways and, because of this, mind maps are individual and personal, they bring the learning materials into what is most comfortable for students Students are able to use color, icons, symbols, graphics and their own personal words to make sure they understand it well and recall information

in an easier way (Buzan, 2006) Students can also develop metacognition assessing what they know and how they are developing their thoughts by using mind map applications to organize their ideas One of the multiple reasons why mind maps work well is because they engage the visual intelligence and provide a way to navigate a

much larger space of ideas in a smaller visual field (Troy, 2010).

A well organized mind map should provide:

(i) All the main sub-divisions of the essay;

(ii) The key points to be mentioned in each; and

(iii) The way those points relate to each other

2.3. Mind map strategy

Williams (1994) states that mind mapping enables students not only to visualize relationships, but to categorize them as well As a direct teaching strategy that includes brainstorming and teacher-led discussions, it provides opportunities for schema development and enhancement, as well as prediction, hypothesizing and verification of

•••"'* Buzan’s iMindMap™

Examples of mind mapping (Buzan’s Principles)

content when used as a pre-reading activity It is also referred to as a web or concept map The teacher can introduce mind maps to the class in different appearances They can be shown as circles, squares, or ovals with connecting lines The students read an assigned text Through class discussion, the teacher writes the main idea of the text in the middle of the top circle The students share the supporting details of the main idea and place them in circles that are connected to the main idea by lines This activity can also be used by students in cooperative groups or individually

Perhsson & Denner (1989) explain that mind mapping is a strategy for graphically representing concepts Mind maps portray the schematic relations that compose a concept It assumes that there are multiple relations between a concept and the knowledge that is associated with the concept They continue that the major purpose of the mind map is to allow students to organize their prior knowledge into these formal relations, and thus to provide themselves a basis for understanding what they are about

to read and study Comprehension can be thought of as the elaboration and refinement

of prior knowledge What the mind map provides is a graphic structure of that knowledge to be used as the basis for organizing new ideas as they are understood Harvey & Goudvis (2000) mention that mind mapping strategies are valuable instructional tools Unlike many tools that just have one purpose, mind mapping is flexible and endless in application One common trait found among mind mapping strategy is that they show the order and completeness of a student's thought process - strengths and weaknesses of understanding become clearly evident Many MMs show different aspects of an issue in close and also the big picture, since many MMs use short words or phrases, they are ideal for many types of learners, including English language readers with intermediate proficiency Tree maps can be used to show classifications, analysis, structures, attributes, examples, and brainstorming

2.4. Types of mind maps

There are other types of Visual-Association-Tools (VATs) that are similar to mind maps in its organizational scheme, but quite different in assisting thinking, learning, and remembering These VATs are Spider Diagrams, Bubble Diagrams, Concept Maps, Conceptual Diagrams, and Visual Metaphor The difference between a mind map and any other kind of VATs, apart from its branch design, the starting point is a

central idea which triggers into different sub-divisions In addition, mind maps are colorful, drawings are allowed and only one-word concepts represent a complete idea Below are some VATs samples:

Types of mind maps

2.5.Parts of mind mapping technique

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

and (5) picture

(i) 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 to activate the students’ right brain, strengthen the students’ memory and make the learning activity enjoyable

(ii) Keyword

A key word is a word that can lead a sentence or event Identifying a familiar word in one’s own language or another language that sounds like the new word and using only one key word per line It is as an urge to remember a lot of words for the students It is strong noun or verb that

JL.

"'T M ”

Bubble Diagram

1.0^ Hnutn | tComnonlklinMi Irfjtmrtwilwd ■ 4.ITM IM 1 W 1 U >

creates image to trigger recall the memory.

(iii) Basic Ordering Ideas

Basic ordering ideas are the branches that collect sort information and it is connected to the central topic that radiate out from the centre Making basic ordering ideas which can direct our mind to make mind mapping and

it need creativity that encourages the students to understand the material

It is thick and thinner at the ends It can be seen as headings for your topic and spread anywhere but do not become steep

(iv) Branches

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

(v) Colour

Colour is a very good memory sign and it involves the right brain in learning for long term memory Colours encourage creativity and help in memorization Adding plenty of colours via branches, map background and images will add life to your mind map It facilitates learners’ word comprehension and remembrance

(vi) Picture

In mind mapping, pictures can change or strengthen a key word that has been written before

2.6. The benefits of mind maps

A study by Wharton School (1981) proves the benefits of utilizing visual elements in presentations and tightly integrating them with words Presenters who use visual language are perceived by the audience as more effective-they are clearer, more concise, more interesting, more professional, more credible and better prepared Mento, Martinelli & Jones (1999) find that executive students using only their MM for presentations are able to handle challenging questions with confidence They had better recall of the information because it had been captured and stored in an integrated, radiating manner rather than

Studies by Holland, B., Holland, L & Davies (2003, 2004) find mind mapping

to be a useful technique for helping students plan and structure their essays and projects more effectively Students are able to improve the structure, coherence and, consequently, the quality of their written work and are able to draw value from the technique for project managing practical work It is also supported by Raymond (2006), he adds that mind mapping can be a helpful reference for students to use in clarifying confusing points as they are reading Once students are familiar with the nature of the mind maps, they can create their own as a during-reading or post-reading activity

A study by Farrand, Hussain and Hennessey (2002) prove that mind mapping improves the long-term memory of factual information by 10% They report that “Mind maps provide an effective study technique when applied to written material” and are likely to “encourage a deeper level of processing” for better memory formation With the same result, research by Toi (2009) shows that mind mapping can help children recall words more effectively than using lists, with improvements in memory of up to 32%

As mentioned before, the nature of mind maps is intimately connected with the function of the mind, and they can be used in nearly every activity where thought, recall or planning activities are involved (Buzan, 1984) Mind maps

in nature can facilitate richer and broader associations and, hence, better learning (Buzan et al, 1993) It means that mind mapping is very useful media for creating attractive, and enjoyable learning that lead the successfulness of the students in learning English

The main aim of MM is to simplify different thought processes in reading and help learning become easier and complexities are reduced By using mind maps, students can quickly identify and understand the structure of a subject They can also see the way that pieces of information fit together More than this, mind maps help them remember information, as they hold it in a format that our mind finds easy to recall and quick to review (Buzan, 2010) In addition, he also states that by using a mind mapping we can see what we are going to do and what we have done So, Buzan (2010) concludes that mind maps are useful for:

• Brainstorming - individually, and as a group.

• Learning vocabulary

• Building a clear context before, during and after study sessions

• Organizing one’s thoughts before writing

• Summarizing information, and note taking

• Thinking through complex problems

• Presenting information in a format that shows the overall structure of your subject

• Studying and memorizing information, (p 39)

It means mind mapping may be used by the teacher or the students for planning the lesson, summarizing the lesson or recall to the lesson that the students have learnt Moreover, Buzan (2010) also argues that mind mapping will lead the students to achieve good scores in their examination test

DePorter and Hemacki (cited in Abdurrahman, 2008, p 172) present these advantages of using mind mapping technique:

Flexible:

Explaining something can be easy without confusing when adding the material based on the mind mapping We can put the label and category of something based on our own opinion anywhere in the mind mapping

Concentrate on the Topic:

Getting the subtopics what we talk about with a focus on the main ideas easily Keeping focused on the keyword can help us to make it simple and

it does not waste the time

Increasing Comprehension:

Using mind mapping can ease understanding of the material Mind mapping is a simple think -pattern so it does not make us confuse to understand what we have learned and easy to remember the material

Enjoyable:

Imagination and creativity are unlimited in using mind mapping, so it can

be funny to learn By using pictures and colours, it makes the brain enjoy and excited in thinking something what we want about the material

3. Reading comprehension

3.1. Definition of reading comprehension

Reading comprehension plays an important role in teaching and learning a foreign language It can be understood as the ability to obtain the information as required in the reading text as efficiently as possible In other words, reading comprehension is essential ability to understand what has been read

According to Taylor (1980, p.l) “a student is good at comprehension” if “he can read accurately and efficiently, so as to get the maximum information of a text” While Grellet (1981, p 3) states that “reading comprehension or understanding a written text means extracting the required information from it as effectively as possible” Though these opinions are different, they all have a common point, that is, reading comprehension is the process in which the readers, as they read, can recognize the graphic forms of the reading text and understand what is implied behind these forms It is generally understood that reading comprehension is an interactive mental process between a reader’s linguistic knowledge, knowledge of the world, and knowledge about a given topic So, comprehension should be the primary objective of the reading process It includes not only the ability to decode words but also the awareness of their meaning Furthermore, comprehension and decoding skills combine to allow an individual to make sense of a printed text While reading, the reader constructs various representations of the text that are important for comprehension Field, J (2002) argues that those representations include the surface code (the exact words of the text), the text code (main ideas representing the meaning of the text), and the mental models (the way in which information is represented in mind) that are embedded in the text According to Nunan (2003), reading comprehension is a fluent process of combining information from the text and the existing schemata to understand the meaning Therefore, comprehension is a

"construction process" because it involves all of the elements of the reading process working together as a text is read to create a representation of the text in readers’ mind In this study, it means the extent to which the students comprehend the interrelationship between the ideas presented in the reading comprehension texts by the mind mapping strategy