A study on the effectiveness of using mind mapping in teaching and learning vocabulary with 10th grade students at tam duong high school

HANOI PEDAGOGICAL UNIVERSITY 2 FOREIGN LANGUAGE FACULTY NGUYỄN THANH VÂN A STUDY ON THE EFFECTIVENESS OF USING MIND MAPPING GRADE STUDENTS AT TAM DUONG HIGH SCHOOL Thesis proposal sub

HANOI PEDAGOGICAL UNIVERSITY 2 FOREIGN LANGUAGE FACULTY

NGUYỄN THANH VÂN

A STUDY ON THE EFFECTIVENESS OF USING MIND MAPPING

GRADE STUDENTS AT TAM DUONG HIGH SCHOOL

Thesis proposal submitted in partial fulfillment for the requirements for the degree of Bachelor of Arts, Faculty of English, Hanoi Pedagogical University 2

Supervisor: Dr William H Salazar, Ed.D

May, 2018

ACKNOWLEDGEMENTS

This study is the result of this researcher's experiences in the study of English language learning and teaching using Mind Mapping to teach vocabulary I am grate-ful for the great support and encouragement from my teachers, friends and family I would like to express my sincere thanks to all who helped me to complete my research project First of all, I would give a big thanks to my supervisor Dr William H Sala-zar, who supervised me in conducting this research project I am grateful for his pa-tience, and encouragement while I was learning how to conduct this research project Secondly, I am indebted to the participants of this study: three dedicated and knowledgeable English teachers and 78 students from Tam Duong High School, from Vinh Phuc province who without their participation, this project would never been completed

A special thanks also goes to all my teachers past and present for their agement, expertise and support, as I progressed through my education program at HPU2

encour-Last but not least, I would like to show my gratitude to my family for their itual, emotional and financial support, and for giving me the optimism to continue my learning

spir-STATEMENT OF AUTHORSHIP

Tittle: A Study on the Effectiveness of Using Mind Mapping in Teaching and

Learning Vocabulary with 10 th Grade Students at Tam Duong High School

I certify that no part of my thesis has been copied or reproduced by me from any from other person‟s work without acknowledgement and that study is originally writ-ten by me under the carefully guidance of my supervisor

Date submitted: 9th of May 2018

LIST OF ABBREVIATION FOE Faculty of English

FOL Faculty of Languages

HPU2 Hanoi Pedagogical University 2

2L Second language learners

TABLE OF CONTENTS

ACKNOWLEDGEMENTS

STATEMENT OF AUTHORSHIP

LIST OF ABBREVIATION

TABLE OF CONTENTS

ABSTRACT 1

PART ONE 2

INTRODUCTION 2

1 Rationale 2

2 Aims of the study 3

3 Scope of the Study 3

4 Overview of the study 4

PART TWO: DEVELOPMENT 5

CHAPTER I: LITERATURE REVIEW 5

1 An overview of the teaching and learning of vocabulary 5

1.1 Theoretical background to the teaching of vocabulary 5

1.2 How vocabulary enhances language abilities 7

2 Background in using Mind Mapping in learning vocabulary 8

2.1 Mind Mapping in Learning vocabulary 10

2.2 Different facets of Mind Mapping 10

2.3 Vocabulary enhancement using Mind Mapping 11

Chapter II: METHODOLOGY 12

1 Participants 12

1.1 Students 12

1.2 Teachers 12

2 Data collection instruments 12

2.1 Questionnaires 12

2.1.1 Rationale for using Questionnaires 12

2.1.2 Description of survey questionnaires 13

2.2 Interviews 13

2.2.1 Rationale for using interviews 13

2.2.2 Description of interviews 14

2.3 Pre/Post Tests 14

2.3.1 Rationale of using Pre/Post tests 14

2.3.2 Pre and Post test 14

3 Planning 15

4 Procedures of data collection 16

Chapter III: ANALYSIS OF DATA 18

1 Survey Questionnaires 18

1.1 Demographic information 18

1.2 Survey questions 18

2 Tests 29

2.1 Analysis of Pre-test 29

2.2 Analysis of Post-Test 31

3 Teacher interviews 33

3.1 Interview with teacher A 33

3.2 Interview with Teacher B 34

3.3 Interview with Teacher C 34

PART THREE 35

CONCLUSION 35

1 Conclusion 35

2 Theoretical implications 35

3 Pedagogical Implications 36

4 Limitations of the study 37

5 Suggestions for future research 38

REFERENCES 40

APPENDIX 42

Tables

Table 1: Procedures of Pre and Post tests 15

Table 2: When students learn vocabulary 20

Table 3: How students know about Mind Mapping 25

Table 4: Students‟ awareness about learning Vocabulary using Mind Mapping 26

Table 5: Student‟s frequency of using Mind Mapping 26

Table 6: Student‟s opinion on the advantages of Using Mind Mapping to 28

learn Vocabulary 28

Table 7: The most important factor when students use Mind Mapping 29

Figures

Figure 1: A typical example of Mind Mapping 9

Figure 2: The students‟ awareness about the importance of learning vocabulary 19

Figure 3: Rating English Vocabulary skills of Students 21

Figure 4: The methods that students often use to learn English Vocabulary 22

Figure 5: The percentage of vocabulary that students can remember from teach-er‟s lesson 24

Figure 6: Experimental Group Pre-test scores 30

Figure 7: Control Group Pre-test Scores 31

Figure 8: Experimental Group Post-test scores 32

Figure 9: Control group Post-test scores 32

ABSTRACT

Vocabulary is perhaps the most challenging part of 2nd language acquisition for non-native teachers and their students (Allen, 1983) Therefore, techniques for teach-ing and learning vocabulary are of major concern in many high schools and universi-ties This research had two focus: one, the researcher investigated the current situation

of teaching and learning vocabulary; and the other was to study the use of Mind ping in the teaching and learning vocabulary at Tam Duong High School in Vinh Phuc Providence The participants for this study were 78 students from two classes: 10A3 and 10A9 The majority of these students have learnt English for at least five years and are believed to be at the Pre-intermediate level in English proficiency A survey was given to determine how students learn vocabulary in and outside of the class-rooms, their attitude toward the study of vocabulary and their knowledge of Mind Mapping This study also interviewed three teachers concerning their views on the teaching of vocabulary and the use of Mind Mapping Moreover, Pre and Posts tests were given to the students, which were used to check the English vocabulary knowledge of both classes The Control group-10A3 used traditional techniques: trans-lating from English to Vietnamese, using dictionary, and repetition; and the Experi-mental group-10A9 use Mind Mapping to learn vocabulary) The results showed that students had a lot of difficulty in learning vocabulary Teachers and students often used traditional techniques to teach and learn vocabulary, but do not Mind Mapping to learn vocabulary; even thought some of them (13 out of 78 students; and three teachers) were aware of the advantages of Mind Mapping The group that used Mind Mapping, the Experimental group, had better performance in the Post tests than the Control group

Map-Key words: Teaching Vocabulary, Mind Mapping, Teaching Techniques

PART ONE INTRODUCTION

Vocabulary learning is considered as one of the most important skills in learning

a foreign language because it helps learners developing L2 competency skills in ing, reading, writing, and listening Acquiring a wide vocabulary is important for both teachers and students Based on the reason above, the focus should be on the vocabu-lary development, as the key for students to master English However, as cited by Zhang (2009), he asserts that learning a second language (2L), is a difficult process for both teacher and student It requires preparation on behalf of the teacher and determi-nation on part of the learner (Zimmerman, 1997) Therefore, both teachers and stu-dents have a difficult time in developing and learning interesting techniques to teach and learn English vocabulary

speak-As a fourth year student in the foreign language faculty, at Hanoi Pedagogical University 2 (HPU2), who has studied English for several years, this researcher under-stands the importance of learning vocabulary Learning vocabulary is the basis for each of the four English component skills: listening, speaking, writing and reading Learning vocabulary is a long process, it requires that teachers present as many differ-ent techniques to learn vocabulary; and it requires students to persevere in learning vo-cabulary in the manner that fits their learning style (Carter & McCarthy, 1998) As a future teacher, this researcher is aware of the vital role an English teacher plays to mo-tivate students to learn vocabulary in an effective and interesting way One of the techniques is to teach vocabulary through Mind Mapping This technique can boost memorizing vocabulary Many researchers believe that using Mind Mapping seems to provide a different and more interesting way for students to learn vocabulary (Azman,

et al, 2014) Therefore, this researcher has decided to conduct a study on the topic: A

Study on the Effectiveness of Using Mind Mapping in Teaching and Learning Vocabulary with 10 th Grade Students at Tam Duong High School

2 Aims of the study

The aims of study are as follows:

First, to find out the students‟ attitudes in learning English vocabulary

Second, to find out how students learn vocabulary in and outside of classroom Third, to find out the students‟ knowledge and attitude toward Mind Mapping Fourth, to find out teachers‟ views of using Mind Mapping in the teaching of English vocabulary

Fifth, to find out the effectiveness of using Mind Mapping to teach vocabulary And last, and most importantly, this study aims to contributed to a new method-ology of both teaching and learning vocabulary at Tam Duong High School

To fulfill the purposes mentioned above, this researcher asked the following questions:

Question 1: What are students‟ attitudes toward the study of English

vocabu-lary?

Question 2: How do students learn English vocabulary in and outside of the

classroom?

Question 3: What are students‟ knowledge and attitudes in using Mind Mapping

to learn English vocabulary?

Question 4: What are the teachers‟ views regarding the use of Mind Mapping to

teach English vocabulary?

Question 5: How effective is using Mind Mapping in the teaching and learning English vocabulary?

3 Scope of the Study

This research project has two main parts One, is to study the teaching of learning English vocabulary; and the other is to investigate if the use of Mind Mapping to teach and learn vocabulary is an effective tool for high school students and teachers This researcher wants to investigate if Mind Mapping can supplement to the traditional way

of teaching vocabulary (dictionary use, translating, and repetition) that teachers rently use to teach vocabulary Specifically, this project focused on 78 tenth grade stu-

cur-dents from these classes: 10A3 and 10A9; and three teachers who have experience in teaching high school English

4 Overview of the study

This thesis is divided into three parts as follows:

PART ONE: Introduction - offers an overview of rationale, aims of the study,

research questions and the scope of the study

PART TWO: Development- includes three chapters

Chapter I: Literature review - presents an overview of the teaching and

learn-ing of vocabulary and provides a theoretical basis for uslearn-ing Mind Mapplearn-ing in learnlearn-ing vocabulary

Chapter II: Methodology - describes in detail the participants, research

instru-ment employed and the procedures for collecting and analyzing the data

Chapter III: Findings and discussion - analyzes the data by research

instru-ment, and presents the findings

PART THREE: Conclusion - reviews the research outcomes, outlines the

im-plications and provides recommendations indicated by the findings and discusses the limitations and provides suggestions for further study

PART TWO: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

1 An overview of the teaching and learning of vocabulary

1.1 Theoretical background to the teaching of vocabulary

Research on the teaching and learning of vocabulary has received a lot of tion over the years The attention on vocabulary has taken many points of view Many researchers believe that vocabulary should be taught for specific purposes, like sci-ence, business, information technology This is especially true for developing coun-tries like Vietnam, where developing competent English speakers is very important (Douglas, 2000)

atten-This attention (and criticism) has been negative as researchers have not been able to agree on what are the best methods, or techniques in the teaching and learning

of vocabulary to 2L learners Many new and experienced teachers rely on the

repeti-tion of vocabulary, rote memorizarepeti-tion, and drill and practice.(Mckeown, 2002)

According to Carter & McCarthy (1988), vocabulary was considered a

“neglect-ed aspect” in the process of language instruction There are some writers who try to explain the reasons for neglecting the study of vocabulary and vocabulary teaching techniques For example, Allen (1983) argues that for many years, vocabulary instruc-tion was not given the recognition and the attention that it deserves in the foreign lan-guage classroom She suggests that in methodology courses, so little is taught about how to teach words and their meanings Some methodology specialists, seemed to be-lieve that the meaning of words could not be adequately taught, so it was better not to try to teach them In reality, many teachers find that vocabulary instruction is not a simple matter It requires teachers to not only understand the meaning of the words, but also need to find equivalent words to make sure that his/her students completely comprehend in their first language (Carter & McCarthy, 1988 )

Additionally, Nation (1988), states that teachers used to argue that it was difficult for teachers to predict what vocabulary students would need to communicate effective-

ly Teachers are aware the different between English classroom vocabulary needs sus vocabulary needs in, “real world” situations Therefore, teachers left the matter of vocabulary teaching to the textbook (Carter & McCarthy, 1988)

ver-Moreover, Zimmerman (1997) defends teachers by stating, that teachers used to think that if they devoted their attention to teaching only vocabulary, learners would have the impression that learning a language was just the accumulation of words So, teachers tended not to teach vocabulary, other than what was required by the textbook lesson Also, the specialists in methodology, like Carter & McCarthy, fear that stu-dents would make mistakes in sentence construction if too many words were learned before basic grammar (Carter & McCarthy, 1988) The idea above is partially true be-cause knowing a large number of meaning words is not enough to construct

a meaningful sentence This is to say that students without a basic knowledge of grammar can make mistakes when creating sentences, and thus effecting their ability

to communicate

However, Wilkins (1972) as cited in Carter & McCarthy, (1988) states that,

“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” This means that without establishing a having good vocabulary knowledge, students cannot communicate successfully, and without a good knowledge of grammar students can communicate, but, not effectively A good exam-ple is students who have just studied English for a short time like - for a month They will have vocabulary for things, but will not be able to make sentences

A solid knowledge of vocabulary can help them to feel more confident to municate in their daily life; by combining the words that they have already learned For instance, in the following situation a students may say, “ I doing homework” or,

com-“she go to a place where they read book," It is certain that the English native speaker can guess exactly what they mean although the grammar is not correct So, in this case, a good vocabulary helps students convey information successfully

Despite the neglected aspect of vocabulary instruction in the past, its instruction and learning have been given much attention in the classroom in the last two decades (Douglas, 2000) And, according to Douglas (2000), instead of giving students long list of words without any context as teachers used to do in the past, some teachers are more and more concerned about effective ways to transmit knowledge of vocabulary

to students Nowadays, vocabulary instruction is seen as a meaningful tool to

be taught and learnt in meaningful contexts (Scrivener, 1994)

In addition, Carter & McCarthy (1988) states that teachers are becoming more aware of the relevance and importance of vocabulary instruction, and they are also conscientious of their role as facilitators and guides Teachers have taken important steps to call students‟ attention to the importance of focusing on lexical formation of words; and teachers have paid attention to successful strategies to teach vocabulary as well (Carter & McCarthy, 1988) Thus, the instruction of vocabulary has come a long way in recent years and it is becoming more important in how teachers and students approach learning vocabulary

1.2 How vocabulary enhances language abilities

The knowledge of word meanings and the ability to access that knowledge ciently are important factors in not only reading, listening comprehension, but also in speaking and writing fluency (McKeown, 2002) Many researchers now are concen-trating on studying how vocabulary can help learners improve their language abilities Thus, It is necessary for students to have a good vocabulary knowledge because

effi-it helps them understand the meaning of language Widdowson (1989), McKeown (2002), say that vocabulary knowledge is the heart of language comprehension and use Additionally, Barra (2005) suggests that to comprehend a text successfully stu-dents need to have sufficient word knowledge This is to say that: “The comprehension

of a language depends on the amount of words that are known in that language Also, students need to have sufficient word knowledge to understand what they read Stu-dents can understand a writer‟s message only if they know the meaning of most of the words used in a text."

Barra, (2005), and, Nation (2001) state that readers need to know at least 97% of the vocabulary in a text for an adequate understanding of the text Without knowledge

of key vocabulary in a text, a learner may have serious trouble in understanding the message, that is, word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read So, having students with a large amount of vocabulary knowledge is essential to language comprehension

In addition, vocabulary helps students with language production Hubbard (1983), states that the more words a student knows the more precisely that student can express the exact meaning he/she wants to Based on this view, to communicate effec-tively students need to know a large number of word meanings

Likewise, Cardenas (2001) states that vocabulary is used to determine the ciency a student has in an oral context That is in spoken speech So, in effect, that vocabulary is an essential component to determine how much a student is able to communicate successfully Therefore, language teachers should focus on effective in-struction to teach vocabulary so that students can develop their vocabulary knowledge

profi-to speak effectively

Effective vocabulary then becomes a way for students to expand their standing of language Within the study of language a student, for example, is intro-duced to and develops the need to incorporate synonyms, antonyms and sentence ex-amples on how they are used not only in speaking but also in writing, listening and reading

under-2 Background in using Mind Mapping in learning vocabulary

Mind Mapping is not a new teaching technique This researcher was introduced

to Mind Mapping in high school as teachers used it in different classes: chemistry, ology, history; and the study of grammar

bi-In the four years this researcher has studied at HPU2, instructors have not used Mind Mapping This research has used Mind Mapping as a review technique and to take notes; mostly in reading for the main idea, and summarizing important details Teachers didn‟t use Mind Mapping to teach vocabulary

Mind Mapping has a long history It‟s origins go back to the time of the early philosophers like Socrates and artists like Da Vinci (Buzan, 1976)

Tony Buzan, in the 1970s took the idea of teaching the basic concept of outlining using tree-like diagrams and patented the words Mind Mapping Buzan first intro-duced Mind Mapping as an outlining technique in teaching and learning; to help stu-dents understand material that they had read He states, “A Mind Map is a powerful graphic technique…to unlock the potential of the brain.” He says that Mind Mapping uses both hemispheres of the brain and thus the learner uses both the logical and crea-tive parts of thinking That is to say, they are doubly effective in learning as students use a full range of combined, “cortex skills word images, number, logic, rhythm, color and spacial awareness.” (Buzan, 1976)

Similarly, Tee, et al (2014), write that Mind Mapping is an important and very useful technique for students to understand the learning process In a simple way a

mind map format has a central theme, with ideas that radiate (branch out) to key

imag-es and words, forming a cell-like whole structure on a paper or poster They write,

“That as a note-taking technique it is invaluable tool to help students determine what they know and what they don‟t understand” (Tee, et al, 2014) Mind Mapping allows student to “organize facts and thoughts” in their writing, reading and speaking

Today, Mind Mapping has expanded from its original use of outlining to the fields of business, science, technology and personal development Mind Mapping has expanded from the use of color pencils and markers to sophisticated software to con-duct brainstorming, project planning, decision making - and document drafting In the field of education Mind Mapping has expanded to be used in creative thinking, report writing and decision making (Pua, et al, (2010)

The diagram below represents a typical example of Mind Mapping (https://www.google.com.vn/search?q=mind+maping)

Figure 1: A typical example of Mind Mapping

2.1 Mind Mapping in Learning vocabulary

Students still use repetition for learning vocabulary And though teachers mostly agree that it is a “painful and ineffective” way to learn vocabulary, this method still persists (Ellis & Beaton, 1993) There are numerous reasons for this: One, is that teachers have limited time in preparing lessons; the other is that though repetition is ineffective, it is the „easiest‟ technique And lastly many schools lack the technology for teachers to use, for example multi-media, software to enhance the teaching of vo-cabulary And Smart Boards that will help teachers put Mind Mapping diagrams on the board, for students to see and copy

Pua, et al, (2010) state, that to increase the efficiency of recalling definitions, as well as understanding the meaning of words, teachers and learners need to use other ways to learn vocabulary Memory techniques such as those suggested by Lawson & Hogben (1998), where students use a mnemonic process with Mind Mapping can in-crease vocabulary learning effectively and more efficiently Sozler (2012) also states that to easily learn, understand and remember vocabulary, students (and teachers) to use acronyms, one-words and images This way they can learn vocabulary in the classroom setting They also emphasize that those who have been trained, can use the-

se strategies in their everyday learning settings: reading, writing, listening, and

speak-ing

2.2 Different facets of Mind Mapping

Beginning teachers must keep in mind the purpose of educational methodologies, techniques, and realize that the classroom is where students practice the speaking skills they will use in “real-world” settings, that is to say to communicate with anyone who speaks English

Mind Mapping is a vital tool to teach students to develop self-learning abilities Wen (2006), writes that using Mind Mapping as a graphic organizer, helps elementary students improve reading and writing skills More importantly, elementary students are taught to make “personalized” maps with pictures, and colorful designs that stimulate their interest and creativity Likewise as stated by Pua, et al, (2010), mind-mapping is

an important tool for the building of knowledge and understanding; and for developing ideas and vocabulary building Mind Mapping, has been studied in areas such as:

spelling, categorizing, learning synonyms and developing free association - storming ideas (Buzan, 1976)

brain-2.3 Vocabulary enhancement using Mind Mapping

Research studies show and discussion with classroom teachers confirm, that ular practice is needed to master of Mind Mapping techniques Once teachers have learned and mastered the technique, they can teach their students how to use Mind Mapping, in a smooth and enjoyable manner; as they will memorize and organize their ideas quite easily Mind Mapping is a basic skill and does not require sophisticated technology, as used by the technical and business community Each individual teacher will have to determine which Mind Mapping strategy is the most beneficial for their students; for their particular lesson, or class (Beel, Gipp & Stiller, 2009)

reg-For higher level students (high school and college), Mind Mapping increases ativity, it can be used individually or with groups As students‟ knowledge increases

cre-in other areas (philosophy, the sciences, geography, history) Mcre-ind Mappcre-ing becomes

an important tool to talk about what they understand and know Beel, Gipp & Stiller (2009), talk about the individual student benefits of Mind Mapping, as a study aid technique that promotes retaining and recalling information, because Mind Mapping provides meaningful learning instead of memorization

Chapter II: METHODOLOGY

This chapter provides a detailed description of the methodology, which

is divided into three sections Section I begins with a description of the participants, including the teachers and students Section II follows with the description of research instruments employed to collect the data of the study Section III presents the data col-lection procedure of the study

1.2 Teachers

In addition, three English teachers out of eight total English teachers from Tam Duong High School were invited to take part in the interview portion of this research They have at least five years experience in teaching These teachers are believed to give this researcher reliable responses

2 Data collection instruments

Questionnaires, interviews and tests (pre-test and post-test) are consider as

an effective tools for the researcher to find out the answer for the research questions Using questionnaires, interviews and tests provide quantitative and qualitative infor-mation for this research study

2.1 Questionnaires

2.1.1 Rationale for using Questionnaires

The researcher used questionnaire is the main tool for collecting

da-ta Questions were short and focused; it is an effective and quick way to obtain

a huge amount of information especially with a large number of respondents in

a short time Moreover, if the questionnaire is well conducted, the data can be easily collected and analyzed Therefore the use of the questionnaire is the most appropriate tool for this study It provide the researcher information about the way stu-dents use vocabulary; and information and knowledge about what they know and use Mind Mapping

2.1.2 Description of survey questionnaires

On the first week of student teaching internship, the student survey naires were given to 78 students The students were instructed on how to answer the survey by circling, checking or writing their own answer on the survey questionnaires

question-In addition they were encouraged to answer all the questions so they may help the searcher to get the expected information The surveys are collected to be analyzed lat-

re-er To make sure that students understand the questions, the researcher wrote the tions in both Vietnamese and English

ques-The survey questionnaire used in the thesis includes 16 questions which are vided into three parts

di-Part 1: consists of four short questions used to gather demographic information about class status, gender, age and students' experience in learning English in general Part 2: includes the next nine questions that investigates the importance of vo-cabulary learning, and how they learned it

Past 3: Comprises the last seven questions which are used to explore dents‟ knowledge and attitudes toward Mind Mapping in learning vocabulary In this section, question number ten is a Yes-No question which is used to find out whether students have used Mind Mapping to improve English vocabulary If the answer is

stu-“Yes”, student will have to answer the questions from 11 to 15 about the experience learning vocabulary using Mind Mapping If the answer is “No”, students will have to answer question 16 to indicate the reasons why they do not use it

2.2 Interviews

2.2.1 Rationale for using interviews

Interviews were also used in this study The use of interviews provides a tive aspect to this research and allows the researcher to get direct information through a question and answer format Three English teachers who are very enthusiastic and expe-

qualita-rienced teachers; provided useful information about teaching vocabulary in general and teaching vocabulary using Mind Mapping This is the qualitative part of this project

4 to 15 minutes The three English teachers, were given the four questions that related

to their experiences and challenges of teaching vocabulary and using Mind Mapping

to teach vocabulary The four questions:

1 How do you teach vocabulary?

2 What are the challenges of teaching vocabulary?

3 Have you used Mind Mapping to teach vocabulary?

4 What do you think of the advantages and disadvantages of Mind Mapping to teach vocabulary?

2.3 Pre/Post Tests

2.3.1 Rationale of using Pre/Post tests

Tests are used to check the students‟ knowledge and understanding of the lesson;

as well as the effectiveness of learning vocabulary, using the traditional way and using Mind Mapping

2.3.2 Pre and Post test

Pre and Post tests were used to check the effectiveness in learning vocabulary tween class 10A3 and 10A9 The 10A3 class took the role as Control group which learned vocabulary in the traditional way While class 10A9 took the role as Experi-mental group, which learned vocabulary in a new technique-using Mind Mapping The Pre-test was given to both groups (the Control and Experimental groups) be-fore the lesson of Unit 9: Preserving the Environment The researcher took new words from this lesson to make the Pre-test and Post-test After teaching this Unit the research-

be-er gave students the Post-test which is the same as the Pre-test to check the effectiveness

of learning vocabulary in the traditional way and in the use of Mind Mapping

In detail, the procedures is presented in the table below:

Table 1: Procedures of Pre and Post tests

WEEK (of internship) Experimental group Control group

In addition, in the Experimental group, students were taught certain new words from the lesson; they were also introduced to new words or reviewed words related to the topic Furthermore, the researcher used PowerPoint with color, pictures to illustrate new words In teaching the lesson, the researcher had to spend more time to teach vo-

were not used to using Mind Mapping Therefore, the researcher asked for permission

of English teacher to teach students to use Mind Mapping on Self-study time of day, so that students could use this technique to study Mind Mapping was also used to review the lesson of a whole week or used as a tool to summarize students‟ ideas about

Satur-a topic thSatur-at they were interested in For exSatur-ample: Students were reSatur-ally keen on the topic of family and the city of the future By using these activities the researcher indi-rectly introduced vocabulary to the whole class, as well help them to improve their English skills - especially their speaking skills

There are two kinds of test: Pre and Post tests were taken from Unit 9 Before learning this unit, both the Experimental group and the Control group had a Pre-test and after competing this unit, they all took Post-tests which are the same as the Pre-test, to check the effectiveness of teaching and learning vocabulary using Mind Map-ping and traditional techniques

4 Procedures of data collection

The research was carried out this research with 10th grade students at Tam Duong in 6 weeks and then conducted in following steps:

- Researcher asked for permission from 2 teachers of two group to teach and do survey

- Researcher prepared survey questionnaires, interview questions and Pre and Post-test

- Students from the 2 groups did Questionnaires in first week

- Researcher did the Pre- test for two groups and interviews with teachers in week 2

- Researcher analyzed Pre-test of two group and reported the opinion about teaching vocabulary and the use of Mind Mapping

- From week 2 to week 5, researcher (training teacher) taught Unit 9 for both group

- In week 6, both groups did Post- test and grades Post- test

- In next 4 week, the data was analyzed and the researcher completed the thesis

5 Summary

This chapter has presented the methodology applied in this research The two groups of participants involved in the process of data collection were the three English

teachers and 78, 10th grade students at Tam Duong High School Although each data collection instrument has it own strengths and weaknesses, their combination would help to attain the objective and provide reliable data

Chapter III: ANALYSIS OF DATA

The paragraphs below are the analysis of the questions It covers in details the questions that were asked and a brief analysis to the responses More detail will be provided in conclusion

The questionnaire surveyed 78 students from two different level 10 grade lish classes at Tam Duong High School during the month from March to April- when this researcher did her student teaching The purpose of the survey had two purposes One, was to find out the students‟ views on learning English vocabulary; and the

Eng-second was to find out the students‟ understanding and use of Mind Mapping to learn vocabulary

1 Survey Questionnaires

1.1 Demographic information

The demographics of the survey are as follows: Out of the 78 students there were

26 boys and 52 girls The students reported that had studied English between to five and eight years According to the supervising teacher, the students are believed to be

in the intermediate level in their English skills

1.2 Survey questions

Question 1: How important is learning vocabulary in your study of English?

Regarding question one of the survey, most of the students reported that they considered the study of English vocabulary to be very important at, 60,2% Those who considered learning vocabulary as, “Important,” scored 28,2%; while those who con-sidered student of English vocabulary to be, “somewhat important” registered 12,6%; and 0% of the students reported as learning vocabulary as, “not important” These percentages show that studying English vocabulary is important, showing that there is

a high level of motivation