The use of mind mapping technique to improve the reading comprehension skill of the 12th students at...

THANH HOA DEPARTMENT OF EDUCATION AND TRANING

THANH HOA ETHNIC BOARDING HIGH SCHOOL

EXPERIENCE INITIATIVE

“THE USE OF MIND MAPPING TECHNIQUE TO
IMPROVE THE READING COMPREHENSION SKILL
OF THE 12TH STUDENTS AT THANH HOA ETHNIC
BOARDING HIGH SCHOOL”

The author: Phạm Thị Giang
Job position: Teacher
Experience initiative about: English

THANH HOÁ - 2016
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TABLE OF CONTENTS
Pages
PART I: INTRODUCTION

2

1. The reason of selecting the topic

2

2. Aims of study

3

3. Research questions

3

4. Research method

4

5. Scope of the study

4

PART B: SOLVING THE PROBLEM

5

1. Rationale

5

2. Reality

6

3. The use of mind mapping technique to teach reading comprehension

7

skill
3.1. Definition of mind map

7

3.2. The strengths of mind map

7

3.3. Key aspects of a reading comprehension mind map.

8

3.4. Steps to make mind – mapping implementation to improve students’

9

ability in reading comprehension skill.
3.5. Demonstration

11

4. Findings

15

PART C: CONCLUSION AND RECOMMENDATION

18

I. Conclusion

18

II. Recommendation

18

1. To teachers

18

2. To infrastructure

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PART A. INTRODUCTION
1. The reason of selecting the topic
English has experienced its popularity in teaching and learning in
Vietnam over the last few decades. Demand for learning English even gets
stronger when Vietnam fosters its international relations. English, in parallel
with the knowledge of some other fields, turns out to be a key to open the door
into the bustling world. In any walk of life in Vietnam, you can find people use
English; from the big cities to mountainous areas; from the international

conferences to daily conversations, or just few pidgin words with the foreign
tourists. People learn and use English with different purposes, but there is a fact
that they are trying to learn English with the hope that they can use it effectively.
In the four skills of English, reading is the one which is difficult to be
mastered. Reading is not a passive activity for learners as what people imagine.
My students often say to me that they don’t like or enjoy reading. Most of them
say they find it difficult to focus on reading, and especially to have effective
reading. Some even say it is boring to start reading because there are piles of
new words, and lengthy reading texts. In classroom activity, most of teachers
tend to use the conventional technique to teach reading that is by giving the text
to the students and they should answer the question on it. However, reading is an
interactive process combining top-down and bottom-up processing; as a result, it
is very important for students to use appropriate reading strategies to increase
their comprehension. A good technique is needed to teach reading. The teacher
should understand about student’s psychology that they need something fun and
not a boring activity. When students learn English, they are developing their
intellectual. English has an important role in developing intellectual, social and
emotional of the students. Teaching reading at high school must be seen as a
whole processes where the teacher need to focus on reading skill itself. On
national examination, it cannot argue that most of the questions are in reading

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text. The fact is that the students have low ability in reading text. It needs to be a
fun activity for teaching reading and effective for them.
Based on the experience in teaching English, the writer found the
difficulties on students reading comprehension. That’s why a good technique
should be used in order to get a good result. By using a good technique, the

students are able to obtain the main information form the text faster and easier.
All the above-mentioned reasons and factors have inspired the writers to conduct
my initiative titled “The use of mind mapping technique to improve the
reading comprehension skill of the 12th students at Thanh Hoa Ethnic
boarding high school”.
2. Aims of study
The study aims at:
- describing the implementation of mind map technique on teaching
reading comprehension lesson at Thanh Hoa ethnic boarding high school.
- describing the students’ reading improvement after they are taught by
using mind map .
3. Research questions.
Based on the background of study above, the problem of this research is:
How the reading skill could be improved by using mind mapping of the 12th
students at Thanh Hoa ethnic boarding high school, by following research
question:
How

does

mind

mapping

improve

student’s

ability

in

reading

comprehension?
4. Researching method

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Reading reference books, discussing with other teachers, applying in
teaching, observing and drawing out experiences.
5. Scope of the study.
This study is concerned with the improvement of reading comprehension
skill to the students in the 12th grade at Thanh Hoa ethnic boarding high school.
The researcher is not planning in study a large population of all students at
Thanh Hoa ethnic boarding high school, just on the students in grade 12 in order
to find out the problems experienced by these students and teachers of English
and then using mind map technique to improve the students’ reading skill.
I apply my search to students in grade 12 such 12B, 12C (School year
2015 - 2016) at Thanh Hoa ethnic boarding high school.

PART B. SOLVING THE PROBLEM

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1. Rationale

In the late 20th century, linguistic teachers and learners have witnessed the
“birth” of a new way in teaching foreign language, the so-called
“communicative language teaching”. In Vietnam, the Ministry of Education and
Training has reformed English textbooks concentrating on the four skills:
reading, speaking, listening and writing for secondary school students since the
school year 2006 –2007. Reading is one of the four skills which is difficult for
students. It’s not a productive skill which makes the students to produce
language in words but it’s the skill which gives the students for good input so
they can get the information from what they read. Even though for junior high
school reading is not for getting the information, but in reading it’s a good way
to get the language input. Ediger (1999) noted that Reading is not a passive
process. Information doesn’t not merely flow on one direction from the page to
the readers’ brain” (Ediger, 1999, 1999:vii). As the explanation above, we can
see that reading is a complex process; it takes a serious effort to make students
become fluent readers
In reading section in the current textbook “English 12”, students are faced
with a variety of

topics with many tasks such as True – false statement,

answering the question, etc. However, it seems that some of the tasks in the
current textbooks have not supported students’ language acquisition
appropriately. Most of students try to translate the passage in to their mother
language and they cannot overcome their tasks. Besides, teachers tend to use the
conventional technique to teach reading that is by giving the text to the students
and they should answer the question on it. Hence, students feel bored with the
reading comprehension lesson. From these facts, I try to find effective solutions
to improve the reading skill of 12th graders at Thanh Hoa ethnic boarding high
school by employing mind map as a technique of teaching reading skill, that is a
flexible technique, and it can be adapted to nearly every proficiency level.

2. Reality
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Nowadays, no one can deny the importance of English for international
interaction. English is one of the language in the world that master in many
various field globally. English is a media for communicating both speaking and
writing. Now many companies have policies to their employments to have
English both oral and written. And English also has an important role in
transferring science and technology.
English, as a foreign language, is a basic compulsory subject in the
curriculum of secondary education. However, learning English is not easy and it
may bring problem. In fact, there are many students having problem on
understanding English context. It is difficult for them how to read the text, how
to identify the key word, how to find the important information, how to
understand the text correctly in order to do the task. This proves that reading
comprehension in learning English is complex and often causes embarrassment
to them. Because many students get some problems to do it, the teacher feel
difficult to teach reading, too. There are many problems that occur in teaching
reading. Firstly, the students who feel bored with the teaching reading
comprehension process make them difficult to do the tasks. Secondly, the
teacher still uses the traditional technique. Thirdly, the students do not know
variety of vocabularies and how to use correct skill to read the text and do the
tasks. Those problems are faced by students in the 12th form at Thanh Hoa
ethnic boarding high school. How to improve students’ reading comprehension
skills? Using mind map helps me to do this.

3. The use of mind mapping in teaching reading comprehension skill.
3.1.

Definition of mind map
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According to Buzan (1993), the mind map is an expression of radiant thinking
and is therefore a natural function of the human mind. It is a powerful graphic
texhnique which provides a universal key to unlocking the potential of the brain.
The mainmap can be applied to every aspect of life where improved learning
and clearer thinking will enhance human performance. The mind map has four
essential characteristics:
 The subject of attention is crystallised in a central image
 The main themes of the subject radiate from the central image as brances
 Brances comprise a key image or key word printed on an associated line.
Topics of lesser importance are also represented as brances attached to
higher level branches.
 The branches from a connected nodal structure.
Mind maps may be enhanced and enrich with color, pictures, code and
dimension to add interest, beauty and individuality. These in turn aid creativity,
memory and specifically the recall of information.
Mind maps help you to make a distinction between your mental storage
capacity, which your mind map will help you achieve. Storing data efficiently
multiples your capacity. It is like the difference between a well packed or badly
packed warehouse, or a library with or without an ordering system.
3.2. The strengths of mind map
Mind map helps one become more creative because it emphasizes
brainstorming, free association and radiant thinking. Your present level of
comprehension of ideas is graphically represented, which then translates to a
higher level of understanding when extended to other ideas or sub-topics. The

human mind does not function the way a computer.
Since every word you can think of can trigger a host of associations in
your mind, creativity is encouraged. One person may be able to generate one set
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of relationships between concepts using one key central idea, while another
person could produce another set of relationships between concepts using the
same key central idea. It is possible for just one word/term/concept/idea to be
related to many others. Mind maps help us look for different and creative ways
that ideas are related to one another within our minds. If you are persistent
enough, you may be able to come up with a unique combination of relationships
of ideas that may translate into a new product or service.
Making a mind map should be a spontaneous pre-writing activity.
Students start with a topic at the centre and then generate a web of ideas from
that, developing and relating these ideas as their mind makes associations.
Mind maps work well as their visual design enables students to see the
relationship between ideas, and encourages them to group certain ideas together
as they proceed. Mind maps work especially well when created in groups, since
the discussion this engenders aids the production of ideas, and makes the task
livelier and more enjoyable.
3.3. Key aspects of a reading comprehension mind map.
Here’s a list of the main components of a reading comprehension mind
map. Each one of these components lives as a node branching off from the center
and will give the students deeper insight into the literary themes, characters, and
more.
3.3.1. General information.
Students use this section to collect information about the author, when
he/she lived, what his/her background was and how all of this might influence

the book. Connections between the author’s life and parts of the book can be
visualized with arrows. The setting of the story should be captured as well.
Depending on the book, it may make sense to provide an overview of all chapters
and give the setting for each individual chapter.

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3.3.2. Characters.
Comprehending fictional texts is largely about understanding the
characters; what they are driven by, what they care about, and how they’re
connected to one another. Using a mind map, students can visualize the
relationships between individual characters, both on the surface and on a literary
level.
3.3.3. Plot
You can help your students recognize plot points by providing them with a
plot framework in the mind map template which they can “fill out” themselves.
3.3.4. New vocabulary
A major obstacle in reading comprehension is new vocabulary. To ensure
that your students understand and retain all the new words (instead of just
skipping over them), tell them to add the terms they don’t understand to their
mind map, either in a separate vocabulary branch, or as part of the topic, theme,
chapter and character branches the words are related to.
3.3.5. Themes, motives and symbols.
For a more advanced literary analysis, create a branch for themes, motives
and symbols, and add definitions of each to remind your students what each term
means.
3.4. Steps to make mind – mapping implementation to improve students’
ability in reading comprehension skill.

The explanation below is the procedures of teaching narrative text through
mind mapping:

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First: introduce the procedure of making mind mapping and review about
narrative text. Later, tells the students about the advantage of using mind
mapping in learning text, especially narrative text.
Second: at the first meeting, divides the students into some groups which consist
of 3-4 members in each. It is used to let the students learn first about making
mind mapping together. For the second meeting, the students are asked to make
their mind mapping individually.
Third: give students instruction to read and comprehend the text first. After
comprehending the story, they have to write and draw their comprehension
through mind mapping.
Fourth: the students tell their mind mapping in front of the class, then some
others give their opinion; whether they have similar thinking about the text. For
the second meeting, there are only some students present their mind mapping. It
is used to maximalise the used of time.
Fifth: the students have to answer some questions related to the text, in order to
make sure whether their reading comprehensions are helped by mind mapping.
The questions are given after the students present their mind map in front of the
class.
In short, students are explained about the concept of mind mapping and
the advantages of mind mapping in the beginning of teaching reading
comprehension through mind mapping. Then, they are divided into groups to
draw their own mind mapping. After that, they are asked to comprehend
narrative text in group which later they are asked to draw its mind mapping

based on what they comprehend about the text. Then, they have to present their
mind mapping in front of the class. At the end of the presentation, the students
discuss whether or not each group of students have similar idea about the text.
Finally, the students have to answer the questions about the text. It is used to
know their comprehension. In this case, the teacher has role as facilitator.

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3.5. Demonstration.
Example 1:
Unit 2: Cultural Diversity – Part A: Reading context about love and
marriage.
Step 1: Teacher introduce the procedure of making mind mapping and
review about the passage about Cultural Diversity on the page 21, English
textbook for grade 12.
Step 2: Divide students into groups of 4 and give students instruction to
read and comprehend the passage first. After comprehending the text, they have
to write and draw their comprehension through mind mapping.
Step 3: the students tell their mind mapping in front of the class,then
some others give their opinion; whether they have similar thinking about the
text.

Physical
atractiveness

Confiding

Key values of

love or marriage

Partnership
of equals

Trust built
on love

Step 4: Ask students to answer some questions related to the text, in order to
make sure whether their reading comprehensions are helped by mind mapping.
Q1: What are the four key values in the passage?

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Q2: Compare the American students’ attitudes and Asian students’ attitudes
toward these key values of love and marriage?
Step 5: Feedback and give some remarks.

Example 2
Unit 4: School education system – A: Reading about schooling in
England
Step 1: Introduce the procedure of making mind mapping and about the
passage of Schooling in England on the page 45, English textbook for grade 12.
Step 2: Divide students into groups of 4 and give students instruction to
read and comprehend the passage first. After comprehending the text, they have
to write and draw their comprehension through mind mapping.
Step 3: Ask students to tell their mind mapping in front of the class, then
some others give their opinion; whether they have similar thinking about the

text.
Step 4: Ask students to answer some questions related to the text, in order
to make sure whether their reading comprehensions are helped by mind
mapping.
Q1: How many terms are there in the school year in England?
Q2: What are the two school systems in England?
Q3: Do children have to pay fees when they go to public school?
Q4: How many core subjects are there in the national curriculum?
Q5: When can students take the GCSE examination?
Step 5: Feedback and give students some remarks to their performances.

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Example 3:
Unit 10: Endangered species – Reading a fact about endangered species.
The lesson plan designed follows the steps:
Step 1: Introduce the procedure of making mind mapping and about the
passage of Schooling in England on the page 45, English textbook for grade 12.
Step 2: Divide students into groups of 4 and give students instruction to
read and comprehend the passage first. After comprehending the text, they have
to write and draw their comprehension through mind mapping.
Step 3: Ask students to tell their mind mapping in front of the class, then
some others give their opinion; whether they have similar thinking about the
text.

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Step 4: Ask students to answer some questions related to the text by using
the mind map they have drawn, in order to make sure whether their reading
comprehensions are helped by mind mapping.
Q1: How many species around the world threatened with extinction?
Q2: What are the causes of species extinction?
Q3: What is the effect of the species extinction?
Q4: Can you list the ways to help save endangered species that mention in
the passage?
Step 5: Feedback and give students some remarks to their performances.
8.300 plant species
are threatened

State

Endangered
species

7.200 animal species
are at risk of extinct
Habitat
destruction

Causes

Commercial
exploitation
Pollution

Effect

A loss of
biodiversity

Introduction of the
Red List

Solutions
Government have
enacted laws

Establishing the
wildlife habitat
reserves
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4. Findings.
Through the process of applying mind map in teaching reading skill to
improve English reading comprehension skills for the 12th graders at Thanh Hoa
ethnic high school, I have found out that the majority of students are more
interested in reading lesson than they used to. Especially for weak students, less
boldly than while answering questions or performing the learning activities.
Through the assessment in class 12B, 12C of my charge, only about 45%, which
compare to the result at the end of the year has increased by about 75%.
Sometimes I poll opinion of students through questions: How you feel about
English- reading comprehension lessons in Grade 12 English curriculums.
a. Interest

b. Average

c. Boredom

For two classes 12B, 12C (total: 90 students), I have achieved the following
results:
Before applying
Total of students

%

Interest

10

11,1

Average

25

27,8

Boredom

55

61,1

Total of students

%

Interest

40

44,4

Average

40

44,4

Boredom

10

11,2

After applying:

The quality of students in the final writing has improved better than the
first, in detail:
In the first writing at the beginning of the school year.
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Total

of Mark 0-4

students of two Q

Mark 5-6

Mark 7-8

Mark 9-10

%

Q

%

Q

%

Q

%

44,4

40

44,4

10

11,2

0

0

classes
90

40

In the final writing at the end of the school year.
Total

of Mark 0-4

students of two Q

Mark 5-6

Mark 7-8

Mark 9-10

%

Q

%

Q

%

Q

%

11,2

55

61,1

20

22,2

5

5,5

classes
90

10

After applying mind map teaching technique in reading comprehension
lessons, I have found out that the number of students excited about reading
lessons and the quality of students in doing reading comprehension tasks have
increased remarkably.
Through this method, students can learn from various sources outside the
textbook. They get knowledge themselves, actively promote knowledge around
topics they are learning, they will have the feeling not to be bound by the
teachers, are not bound by predetermined knowledge in textbooks, they have a
feeling that this lesson is created by building their own findings so they really
appreciate and record knowledge firmly.
Using mind map in reading comprehension fluently and effectively will
bring good results and encourage the students' learning methods and teaching
methods of teachers. Through learning methods by mind map, they are more
active and confident in learning and expressing his opinion in front of the public,
enhancing the autonomy, creativity and promoting thinking, they are going to
practice more carefully to work with partners, this is the working skills of the
21st century. If you know the layout, using ingeniously and reasonably, the
teachers will save time, increase the flexibility of the lectures, and the most
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important is to help students grasp the knowledge through a "map" showing the
close link of knowledge. Students can remember in a long time, inculcate
knowledge, actively and creatively exploit deeper on the subject which is being
introduced. Mind map can be regarded as a useful tool to drop power to the
imagination and creativity of the students fly and fly away.

PART C. CONCLUSION AND RECOMMENDATION

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1. Conclusion
The use of mind map in reading comprehension lesson at Thanh Hoa
ethnic boarding high school has created excitement and improved learning
outcomes for students, promoted the pro-activity, more positive in acquiring
knowledge and learning English of students, contributed significantly to renew
teaching methods in a positive way especially in English, have contributed to
improve learning outcomes of students at Thanh Hoa ethnic boarding high
school.
Through the teaching process, I have found out that the use of mind map
in the teaching process, especially in teaching English is very practical and
effective, the teacher can manipulate most of the types of post, the form of all
class like: teachers can use mind map to test previous lessons; using mind map
in the lecture; in consolidating all knowledge; doing the homework; supporting
the review and revising knowledge ...
However, in order to use mind map in the teaching process, teachers need
to put into effort, expertise, time, intelligence. As the content of knowledge of
mind map requires generalizations and details, content to focus presentation
need to be accurate, easy to understand but must be short, no frills.
2. Recommendation:
Beginning from a theoretical basis, practice, teaching purposes as well as
the successes and constraints to implement the project, to contribute to the
quality of English, I have some practical recommendations as following:
2.1. To teachers:
The success of each lesson depends heavily on the creativity of the
teacher when they prepare lessons. Therefore, teachers need to invest a lot of

time for this operation and design teaching activities to fit with topic of the
lesson, in accordance with the specific qualifications of students.

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In the process of teaching, teachers should think how to combine
harmoniously the parts, and it is not too particularly emphasis on the content.
They should allocate time reasonably for each part of the lesson, promote pairgroup activities or encourage students to boldly speak, bold in communication
and avoid timidity and apprehension. They should help students use words and
phrases, which are learned in practical communication or reconstruct the lesson
content in a natural way according to their own thinking.
2.2. To infrastructure:
The Language learning skills should be practiced according to their own
characteristics in a foreign language environment, so need to have the discipline
room to avoid making noise for the next class, as well as not be affected by the
noise from outside to inside.
Electrical system must be amended to ensure milk safety and usefulness
when using.
Provide more radios, cassettes, computers, projectors etc...... (radios are
less, the quality of tapes, dics are not guaranteed.)
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