Improving the 10th grade students’ english speaking ability by applying the mind mapping technique

I conduct a research on using Mind Mapping technique to motivate the speaking ability of the 10th grade students in the academic year 2019- 2020.. And the statement is “Improving the 10

1 Introduction

1.1 Rationale of choosing the theme

As can be seen, we live in the century of the explosion of knowledge and science To catch up with the world’s changes, Vietnam needs workers with real capacity and creative thought This situation requires the education of our country to renovate totally To achieve the goal of education’s innovation, we need to pay attention to the positive teaching methods One of those is “Mind mapping” method

Mind map is indeed considered as an effective tool for teaching and learning language It consists of multiple words that are linked to one subject or theme Therefore, it not only helps students brainstorm and explore ideas, concepts or problems, but also makes it easy to communicate new ideas and thought processes Mind maps are helpful in education, particularly in English classes

In fact, this new approach has not widely been used in schools yet This could make difficult to get some students to know and use mind mapping in order to brainstorm the new words, grammatical points or to make an outline of writing and speaking speech

Speaking is an important skill which all the students should master it well The aim of speaking lesson is to help students improve the ability of communicating with other people in English However, Based on the interview with English teacher and students of 10th grade, I found some problems In reality, teachers of the English as Foreign Language seem difficult to find the appropriate strategies to improve the students’ speaking ability Students have less motivation in teaching and learning process, so most of them are not keen

on learning English Moreover, speaking skill is still considered to be passive in

my school.They do not have self - confidence since they are afraid of making mistakes Besides, most students still learn by memorizing structures or ideas mechanically Most of students make a habit of speaking isolate sentence instead of a logical and systematical one This is the reason why students always find difficult to speak a foreign language such as English So teachers should help students use and develop thinking skills before speaking One of the new approach is mind mapping which Tony Buzan and Adam Khoo applied successfully to lots of areas, especially in teaching and learning English

Realizing the above issues, it is necessary to create teaching and learning process that can facilitate students to learn English The process should be designed to make the students more active and creative in order that teaching and learning process is effective and pleasant The teachers can use Mind mapping technique to enhance the students’ ability in speaking It makes easier for the students to share their ideas in speaking For example, the students write the topic in the middle of paper Usually, the topic uses pictures because using pictures can help the students in arousing an imagination to open their mind After that, it is important to connect the branch of mind to the central picture, the branches use colors because the color makes mind mapping funny, increases creativity and enjoyable Thanks to colourful mind maps, students are more interested in practising English

With the above background, I pay careful attention to improving my students’ speaking ability with one of the effective methods I conduct a research on using Mind Mapping technique to motivate the speaking ability of the 10th grade students in the academic year 2019- 2020 And the statement is

“Improving the 10 th grade students’ English speaking ability by applying the mind mapping technique”

1.2 The aims of the study

In the pre- research, I found out that the students rarely speak in English The students had not actively been involved in speaking practice, so they were not interested in speaking using the target language I focus on how to raise the speaking habit of the students, motivate their interest

In order to solve the problem, I use mind mapping technique in teaching and learning process The data were collected by using unguided observation, interview, and questionnaire check list The indicators of the observation were materials, teaching techniques, and teaching learning process From the analysis,

I put forward the idea to apply some lessons with mind maps to my school Curriculum in favour of English teachers in my school I tried some small changes with a hope that my students would be more motivated with the speaking lessons Thus in this study, I am trongly determined to make well-planned lessons on the area of using mind- mapping to help students generate and organize ideas for speaking tasks in English 10

1.3 The objective of study

- Students in classes 10C2 and 10C5 at Vinh Loc high school

- Applying the mind mapping technique in speaking lessons to improve speaking skill for my students

1.4 The methods of study

I have conducted this study basing on:

- Researching in the process of teaching English 10 at Vinh Loc high school

- Observing and analizing students’ habit, attitude and situations of learning English

- Reading reference books and studying the documents on the Internet

- Discussing and exchanging my experience with my colleagues

- Applying the study in teaching process

- Observing and drawing out experiences

2 Discussion

2.1 Mind maps

2 1.1 Definition of mind mapping technique

A mind map is a diagram used to visually organize information A mind map

is often created around a single concept, drawn as an image in the center of a blank landscape page, to which associated representations of ideas such as images, words and parts of words are added Major ideas are connected directly

to the central concept, and other ideas branch out from those

Mind mapping was developed as an effective method for generating ideas by association in the 1960s (Murley, 2007) A mind map is a graphic organiser in which the major categories radiate from a central idea and sub-categories are

represented as branches of larger branches It is a visual tool that can be used to generate ideas, take notes, organise thinking, and develop concepts (Budd, 2003; Murley, 2007) In other words, it is a tool for language teaching that helps the teacher introduce or bring together multiple words that are linked to one subject

or theme As with a traditional outline, a mind-map is based on organising information via hierarchies and categories

Based on the explanation above, mind mapping technique can make the students more creative and easy to develop their mind

2.1.2 Technique of making a paper – pen based mind-map

To make a paper-pen based mind map, it is recommended to use a large sheet of white blank paper and turn it lengthwise, that is, in a landscape orientation Pens that are used are in multiple colours and varying thicknesses (Murley, 2007) The following procedures are presented to describe how to make a paper-pen based mind map:

- Place the central theme or main idea or controlling point in the centre of the paper We may find it easier to place our page on the side, in landscape orientation, which is easier for drawing purposes

- Use the connection between the central theme or main idea The relationships are important, as they may form our essay paragraphs

- Avoid without major pauses or editing It is important in the initial stages

of mind mapping to consider every possibility of ideas, even those we may not use

- Choose different colours to symbolise different things The method is entirely up to us, but try to remain consistent so that we can better reflect on our mind map at a later stage

- Leave some space on our page The reason for this is that we can continue

to add to our diagram over a period of time

(Mindmap drawn by Ngoc Anh - class 10C2)

2.1.3 Technique mind- mapping software

Mind maps can be created on paper but are more easily and fluidly created

on a computer with mind mapping software There are a number of software packages that can be used to create mind maps on a computer such as Tony Buzan's iMindMap8, Tony Buzan’s iMindMap 9, Mindjet MindManager Professional software, software Inspiration, Visual Mind software, Software Free Mind , Edaw Mind Map ( Inserting pictures), or Microsoft Word, image center can easily search on the internet The drawer should comply with the following steps:

- You start a mind map at the center, with a Main Idea All the information you add from this point on should relate to this Main Idea, so it helps you stay focused

- Then you can just start entering ideas (Main Topics) that come to you when you think of the Main Idea You can just enter them or jot them down in the order they come to you

- Once you have a lot of ideas written down, then you can start grouping them into a logical structure If you’re using pen and paper, it’s probably easier

to create a new map, organizing the ideas you came up with If you’re using a computer, just drag and drop the Main Topics to where you want them

- Now you can go one step further, and break down each idea into its component parts (Subtopics) This might involve the entering information you’ve found, or ideas that have occurred to you

- Unlike most writing processes, mind mapping supports - encourages, nonlinear thinking It allows the map maker to move around, to follow their interests But it does all of this within an organized framework Right brain Left brain

(Mind map about mind map drawn on Tony Buzan’s imindmap 8 by the writer)

2.2 Problems of speaking activities

There are many problems faced by the learners in speaking activities Furthermore, according to Ur (1991:121), there are four problems faced by the learners in conducting speaking activities They are as below:

2.2.1 Inhibition

Unlike reading, writing, and listening activities, speaking requires some active responses from the audience Learners are often inhibited about trying to say things in a foreign language in the classroom: worried about mistake, fearful

of criticism or losing face, or simply shy of the attention that their speech attracts

2.2.2 Nothing to say

Even if they are not inhibited, learners often hear learners complain that they cannot think of anything to say: they have no motivation to express themselves beyond the guilty feeling that they should be speaking

2.2.3 Low and uneven participation

Only one participant can talk at a time if he or she is to hear, and in a large group This means that each one will have only very little talking time This problem is compounded the tendency of some learners to dominate, while other speak very little or not at all

2.2.4 Mother tongue use

In classes where all or a number of the learners share the same mother tongue, they may tend to use it, because it is easier It feels unnatural to speak to one another in foreign language, and because they feel less ‘exposed’ when they are speaking in their mother tongue When they are talking in small groups, it can be quite difficult to get some classes; particularly the less disciplined or motivated ones, to keep to the target language

Considering these problems, inhibition is seen as the first element affecting

to the students’ ability because the fluency of speaking depends on speaking habit Thus, it is very important for teachers to help them take shape in their mind at the beginning while speaking any languages So, what is the best way to decrease inhibition? In this innovation, what the writer stresses on one of the positive teaching methods is Mind mapping technique

2.3 The relation of mind maps and speaking ‘s ability

Mind mapping is an effective visual way to connect and organize our thoughts because it conducts the color, picture, symbol, and association Using a mind map can help us to plan and to deliver our speech or our interview logically Drawing a mind map can convey ideas to be presented visually as a supporting material for speaking about the lesson At this case, the students can produce their own mind maps to answer questions which are formulated for speaking It can be done individually, pair work, or group work By using mind map, students can produce oral language in a coherent, cohesive, clear, organized, and memorable way because its advantages are to describe, compare, classify, make sequence, and make a decision It also allows them to expand their vocabulary and associate new and old words to images that help to convey meaning easily in a specific context These mind maps serve as a record of the learner's thinking process and can be used to assess students' knowledge and understand the content, thinking skills, and creativity (Steve Darn, 2012)

Creating mind maps require the understanding of the basics of mind maps Literacies and critical thinking are also presented in the use of mind maps We can see mind maps created by the students to prove that Selecting appropriate images and relating them to concepts and ideas should be done by the teacher to allow students share their knowledge in the map They can discuss it critically and make this as a good tool that helps them talk in a clear, organized, and fun way They notice that mind maps use images, words, and arrows to show the relations They are placed in the graphic in a specific way Then, the students need to follow relations in order to read and talk about them By using this way, students become creators that inspire and help others to keep on creating In conclusion, the effectiveness of using pictures, color, and association in mind map relate with the needs of the students to produce their oral sounds, called as speaking It can be done not only in individuals, but they can make their own groups, which can help each other to speak (Doris Molero, 2012)

2.4 Application of mind maps in teaching speaking lesson in English 10 textbook

Having recognized the relation between mind maps and speaking ability, on scale of a teaching experience I stress on applying mind mapping technique to some speaking lessons in English10 textbook at Vinh Loc high school

2.4.1 Strategies for teaching speaking lesson with mind mapping in English 10 textbook

In term of this teaching experience, I would like to suggest some tips for a successful speaking lesson It is necessary for teacher to comply with the following suggestions to teaching procedure

Pre- class:

Activity 1: Planning

This is an important stage which results in an effective lesson

- Select a form of mind map which is appropriate to the lesson: information gap, role play, discussions, debate, retelling stories and interview

- Determine whether a class, group, pair or individual mind map is the most appropriate

- Decide or have students decide on the most useful concepts around which the mind map is to be developed

Activity 2: Organizing

- Draw suggested mind maps on paper with coloured pens or on softwares such as Edraw mindmap, Imindmap 8, Imindmap 9…

- Print handouts and suggested tables or labels

- Prepare a lesson plan according to the objectives of unit On my

experience, teacher should diversify the forms of activities: a class, group, pair

or individual work In addition, Teacher had better insert small games into

teaching activities with mindmaps

In-class:

Activity 3: Teaching

- Present main idea, linguistic data including pictures and table as well as useful languages

- Model how to create mind maps: a main topic → main ideas → Sub-ideas Teacher shows suggested mind maps if necessary

- Manage the whole class through a variety of activities

+ Give students time to develop their mind maps and make connections in their own ways ( Advanced classes)

+ Filling - mindmaps (basic classes)

*Pair- work (Making conversation or interviewing)

Asking and answering about music after drawing mindmap at class 10C2

* Group- work with mind mapping (discussion)

Group A of class 10C5 draws and discusses about the threat “Beaches filled

with plastic bags”

* Whole – class (all the topics)

The whole class 10C2 completes the mindmap about the advantages of the

zoos of new kind

* Individual work (Post- speaking, checking, retelling a story)

Individual work with mindmaps before speaking at class 10C5

Activity 4: Presentation

A brilliant way to develop student’s communication skills is through presentation However, students can easily become bored while listening to others present Mind maps act as visual information providers and encourage the audience to engage with the material that is being presented

- Use mind maps drawn to activate brain storming

- Display the maps in front of the whole class

- Present individually as a representative, in pairs or one after another in a group At first, Teacher let students use their mindmaps to speak After some lessons, Teacher should encourage them to speak fluently without mind maps

Presentation of a group B representative at class 10C5

Activity 5: Fullfilling and feedback

- Fullfill the ideas in the maps through summarizing student’s idea

- Give a full mind map or check

2.4.2 Essential factors to help the teacher to succeed in using mind maps in speaking lesson

It is clearly that teaching method of the teacher is extremely important Students will be motivated or demotivated depending on the teacher's method of

teaching and organizing the activities As a result, The teacher has to manage the

classroom well in order to build the conductive classroom atmosphere in what situation the students could get enjoyable study process and seriously follow the teaching instruction In this case teacher builds up the lesson with some more games such as brainstorming with key word, quick hand quick eyes, gap- filling, where is it?

As the teacher, we are best placed to select the method that provide us with the information we want about what the students understand, so that we can plan our teaching sessions to meet their learning needs more accurately Can we think

of other ways to adapt a mind map for different purposes in the elementary classroom?

- Select and fill-in mind mapping: Create a mind map and then remove

about one third of the concept labels These deleted concepts are placed in a numbered list on the map and students choose among them

- Fill-in mind mapping: Construct a mind map and then remove all of the

concept labels, while keeping the links Ask the class to fill in the labels in a way that makes structural sense

- Selected terms mind mapping: Provide a list of concept labels and ask

students to construct their maps using only these labels The focus here is on the linking relationships, and building the students’ appreciation of the complexity

of the topic

- Seeded terms mind mapping: Provide your students with a small set of

concept labels (five to ten) and invite them to construct a mind map using these, along with an equal number of blank labels that they can use for their own ideas, based on their knowledge of the topic

- Guided choice mind mapping: Present your student with a list of

approximately 20 concept labels from which students should select a given number to construct their mind maps

- Mind mapping technique by using mini pictures was useful and good to

improve the students’ speaking ability achievement

2.5 Applying the research of teaching in the field.

2.5.1 Demonstration of teaching.

In this teaching experience, I would like to show one teaching plan, materials and illustrated mind maps which were applied successfully to speaking lessons in English 10th textbook