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
IN TEACHING AND LEARNING VOCABULARY WITH 10TH
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 grateful 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. Salazar, who supervised me in conducting this research project. I am grateful for his patience, 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 encouragement, expertise and support, as I progressed through my education program at
HPU2.
Last but not least, I would like to show my gratitude to my family for their spiritual, emotional and financial support, and for giving me the optimism to continue my
learning.

STATEMENT OF AUTHORSHIP

Tittle: A Study on the Effectiveness of Using Mind Mapping in Teaching and
Learning Vocabulary with 10th 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 written by me under the carefully guidance of my supervisor.
Date submitted: 9th of May 2018

Student

Nguyen Thanh Van

Supervisor

Dr. William. H. Salazar


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 teacher‟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 teaching and learning vocabulary are of major concern in many high schools and universities. 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 Mapping 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 classrooms, 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: translating from English to Vietnamese, using dictionary, and repetition; and the Experimental 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.
Key words: Teaching Vocabulary, Mind Mapping, Teaching Techniques

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PART ONE

INTRODUCTION
1. Rationale
In our globalize world, we can not deny the importance of English, as it is one of
the most spoken languages in the world. Thanks to English, people can communicate
as well as interact in many sectors: economics, politics, culture, finance, education,
diplomacy, tourism, and education. Developing countries, like Vietnam, need to make
use of this world-wide spoken language in order to improve its place in the international economy.
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 speaking, 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 vocabulary 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 determination on part of the learner (Zimmerman, 1997). Therefore, both teachers and students have a difficult time in developing and learning interesting techniques to teach
and learn English vocabulary.
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 understands 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 different techniques to learn vocabulary; and it requires students to persevere in learning vocabulary 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 motivate 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
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Study on the Effectiveness of Using Mind Mapping in Teaching and Learning
Vocabulary with 10th 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 methodology 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 vocabulary?
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 currently use to teach vocabulary. Specifically, this project focused on 78 tenth grade stu3


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 learning of vocabulary and provides a theoretical basis for using Mind Mapping in learning
vocabulary.
Chapter II: Methodology - describes in detail the participants, research instrument employed and the procedures for collecting and analyzing the data.
Chapter III: Findings and discussion - analyzes the data by research instrument, and presents the findings.
PART THREE: Conclusion - reviews the research outcomes, outlines the implications and provides recommendations indicated by the findings and discusses the
limitations and provides suggestions for further study.

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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 attention 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 science, business, information technology. This is especially true for developing countries like Vietnam, where developing competent English speakers is very important
(Douglas, 2000).
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 repetition of vocabulary, rote memorization, and drill and practice.(Mckeown, 2002)
According to Carter & McCarthy (1988), vocabulary was considered a “neglected 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 instruction was not given the recognition and the attention that it deserves in the foreign language classroom. She suggests that in methodology courses, so little is taught about
how to teach words and their meanings. Some methodology specialists, seemed to believe 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 effectively. Teachers are aware the different between English classroom vocabulary needs versus vocabulary needs in, “real world” situations. Therefore, teachers left the matter of
vocabulary teaching to the textbook (Carter & McCarthy, 1988).

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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 students would make mistakes in sentence construction if too many words were learned
before basic grammar (Carter & McCarthy, 1988). The idea above is partially true because 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 example 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 communicate 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,
“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).

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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 efficiently are important factors in not only reading, listening comprehension, but also in
speaking and writing fluency (McKeown, 2002). Many researchers now are concentrating on studying how vocabulary can help learners improve their language abilities.
Thus, It is necessary for students to have a good vocabulary knowledge because
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 students 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. Students 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 effectively students need to know a large number of word meanings.
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Likewise, Cardenas (2001) states that vocabulary is used to determine the proficiency 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 instruction to teach vocabulary so that students can develop their vocabulary knowledge
to speak effectively.
Effective vocabulary then becomes a way for students to expand their understanding of language. Within the study of language a student, for example, is introduced to and develops the need to incorporate synonyms, antonyms and sentence examples on how they are used not only in speaking but also in writing, listening and
reading.
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, biology, history; and the study of grammar.
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 introduced Mind Mapping as an outlining technique in teaching and learning; to help students 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 creative 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
8


mind map format has a central theme, with ideas that radiate (branch out) to key images 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 conduct 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
( />
Figure 1: A typical example of Mind Mapping

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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 vocabulary. 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 increase 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 these strategies in their everyday learning settings: reading, writing, listening, and speaking.
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:

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spelling, categorizing, learning synonyms and developing free association - brainstorming ideas (Buzan, 1976).
2.3. Vocabulary enhancement using Mind Mapping

Research studies show and discussion with classroom teachers confirm, that regular 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).
For higher level students (high school and college), Mind Mapping increases creativity, it can be used individually or with groups. As students‟ knowledge increases
in other areas (philosophy, the sciences, geography, history) Mind Mapping 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.
.

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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 collection procedure of the study.
1. Participants
1.1. Students
78 students from grade 10A3 and 10A9 chosen to participants of this study. 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. The reason the researcher
choose these students is for two reasons: One, because of they have a certain background knowledge of learning English, as well as having experience in learning vocabulary. And the second reason is this researcher did her student teaching internship there. Furthermore, these students have spent a quite long period of time studying new vocabulary and learning English, at Tam Duong High School, that is different from those at their secondary school. The High School setting English environment
requires them to study more.

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 information 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
12


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 students 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 questionnaires 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.
In addition they were encouraged to answer all the questions so they may help the researcher to get the expected information. The surveys are collected to be analyzed later. To make sure that students understand the questions, the researcher wrote the questions in both Vietnamese and English.
The survey questionnaire used in the thesis includes 16 questions which are divided into three parts.
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 vocabulary learning, and how they learned it.
Past 3: Comprises the last seven questions which are used to explore students‟ 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
“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 qualitative 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-

13


rienced teachers; provided useful information about teaching vocabulary in general and
teaching vocabulary using Mind Mapping. This is the qualitative part of this project.
2.2.2. Description of interviews
On the second week, three teachers were interviewed to find out their opinion
about teaching vocabulary and using Mind Mapping.
Before the interview the teachers were provided the aims of this study and were
asked for permission before recording the conversations. Each interview lasted from
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 between 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 Experimental group, which learned vocabulary in a new technique-using Mind Mapping.
The Pre-test was given to both groups (the Control and Experimental groups) before 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 researcher 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:

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Table 1: Procedures of Pre and Post tests
WEEK (of internship)
1

2

6

Experimental group

Control group

- Do Questionnaire

- Do Questionnaire

- Date: 1st of March

- Date: 2th of March

- Place: 10A9

- Place: 10A3

- Time: 15 minutes

- Time: 15 minutes

- Do Pre- test

- Do Pre- test

- Date: 6th of March

- Date: 8th of March

- Place: 10A9

- Place: 10A3

- Time: 15 minutes

- Time: 15 minutes

- Do Post test

- Do Post test

- Date :2nd of April

- Date : 3rd of April

- Place: 10A9

- Place: 10A3

- Time: 15 minutes

- Time: 15 minutes

3. Planning
The Experimental and the Control groups had the same amount of students - 39
students in each group and were taught by the researcher with the same lesson from
Unit 9: Preserving the Environment (in 10th grade textbook) during 4 weeks of the internship. In this unit the researcher taught six sections of the lesson. They included:
Getting started, Language, Reading, Speaking, Listening and Looking back. In each 45
minute lesson, the researcher (training teacher) introduced students from 8-14 vocabulary words depending on the lesson. With the Experimental group, the researcher used
the Mind Mapping as a warm-up activity; and to introduce vocabulary. While in the
Control group the researcher used traditional techniques (translating words into Vietnamese and repetition of words) to teach vocabulary.
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 vocabulary with the Experimental group than with the Control group because students
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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 Saturday, 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
a topic that they were interested in. For example: Students were really keen on the
topic of family and the city of the future. By using these activities the researcher indirectly 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 Pretest, to check the effectiveness of teaching and learning vocabulary using Mind Mapping 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
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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.

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