Using mind mapping to help students improve english communication skills at nhu thanh secondary high school

1 : INTRODUCTION
1.1. RATIONALE OF THE STUDY:
As we know English has now become one of the most popular languages
in the world . In the tendency of integration of the global economy, English is
one of the most effective communicative tools for everybody. The role of
English is considered to be very important in the fields of economics, politics,
science, culture and education. Being aware of the importance of English so the
society is becoming more and more interested in teaching and learning English
at schools, the curriculums and the methods of teaching English are innovated
to better the needs of learners.
Therefore, today in Viet nam, everyone from the children to the adult
tends to learn English and many English centers are opened to satisfy the
leaners. They are fully aware that knowing English will allow people to access
an incredible amount of information which may not be otherwise available. So
communication skills are essential for a successful career, satisfying
relationships and a personal sense of accomplishment. Communication is seen
every day through TV commercials, interaction with the person opening a door
for people and listening to the manangers of their company speaking. Effective
communication empowers people, provides clear direction and increases
productivity. Without it, people lose motivation and the inability to make a
decision, and they become angry because their messages are not understood.
In fact, many students in Viet nam who have good command of English, but
can’t use English well don’t get good jobs. So, English is the first and the most
important standard for workers who want to work not only for foreign
companies but also for domestic ones.
To do this better, Teachers at schools especially at high schools and
Universities have to use many skills and activities to promote positive,
proactive students and create optimal conditions for students to train, develop
and enhance skills to use language for purposes of communication. So we have
to create the environment for students to communicate in the classroom,
especially, in English lessons and this raises for teachers is to organize various

activities to improve the efficiency of communication skills and make students
feel easily with the subject. However, students have limited time to learn
English in class, and they still do not have enough encouragement to practice
English outside the class in order to get familiar with English. This case brings
a problem that make high school students have difficulties to communicate in
English and the majority of students are still feeling embarrassed and shy
when speaking in front of the class. By using the mind mapping, it is
believed that what is written in the picture with is able to improve the
students’ ability in communication skills. Through mind mapping, the
students can communicate easier and better. Enjoyable and challenging
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teaching aids should be prepared well, so that the students’ can develop their
ideas of what and how
to speak better,orderly and systematically.
Mind mapping is one of many strategies in teaching and learning English.
Many teachers use this teaching strategy to teach writing, reading, and speaking.
Buzan (2005) defined that mind mapping is an effective way for students to
remember what they have read and recall it easily when they need it. They will
be able to organize ideas on paper structurally. This strategy will facilitate
the students to speak or present their thought in front of class easily. Buzan
(2005) also mentioned that mind mapping is a good tool to improve students‟
ability in recording information and enhancing creative thinking.
Therefore, in this study I boldly give the subject “ Using mind-mapping
to help students improve English communication skills at Nhu Thanh
secondary & High School ”
1.2. AIMS OF THE STUDY
When writing this initiative, I just wish to offer some ideas to find the best
teaching methods to generate excitement for students and bring optimal

efficiency.
- To find out whether mind mapping strategy improve students’
communication skills or not.
- To find out how mind mapping strategy improve
students’communication skills.
1.3. OBJECTIVES OF THE STUDY
The objectives of this action research are:
1. To explain whether mind mapping better enhances communication skills
at class 11C5,12B1,12B2,12B3 at Nhu Thanh Secondary & High School
2. To improve the creativity of the students at class 11C5, 12B1,12B2,12B3 at
Nhu Thanh Secondary & High School.
1.4. METHODS OF THE STUDY
In this research, I use some research methods to collect and analyze the
needed data. Recording is used to record the process of giving some activities
and
surveying through the answer sheets is used to know the practical situation of
teaching and learning English communication skills.
a. Planning
The researcher planned the activities on applying mind mapping in teaching
communication skills. Before coming to the classroom, the researcher did the
following things:
- Preparing the lesson plan of teaching communication skills by mind mapping
- Preparing mind mapping teaching communication skills.
- Preparing a research instrument (observation sheets,and field note)
- Arranging the research schedule.
b. Exchange method, discussion:
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Discussing with other colleagues after visiting their classes to draw out

experiences.
c. Acting
In this phase, the researcher did the action by applying the scenarios of
teaching that had been designed in planning phase. The researcher also
collected the data while the process of action was going on. The researcher also
gave final test at the end of cycle of action.
d. Observing
While doing the action, the researcher and the observer observed the
teaching and learning process, the activities done by the students and the
teacher herself.
The researcher took field note for each step in teaching and learning process
and the observer filled out the observation checklist. Taking photographs and
video are also done by the researcher with other data resources. This was to see
the classroom events and interactions
e. Reflecting
In this last phase, the researcher discussed and interpreted the data with
the observer. There were two kinds of data: quantitative (speaking test) and
qualitative data (observation). The researcher and observer analyzed both
data and make the conclusion. Finally,the researcher and observer reflected
and interpreted the result and discussed the weakness of the process to make an
improvement cycle.
1.5. NEW POINTS OF INNOVATION
Using mind-mapping to help students improve English communication
skills at Nhu Thanh secondary & High School
Using mind-mapping to help students improve English communication
skills through Reading, Speaking, Listening,and Writing lessons
2. CONTENT
2.1. Theoretical and practical basis
2.1.1. Theoretical basis:
The aim of teaching a foreign language is not only to give students the

knowledge of the language, but also the ultimate aim of teaching a foreign
language is to teach students to have the ability to communicate in that
language. The ability of students to communicate through skills: Listening,
Speaking, Reading and Writing. Students' communication skills are formed
through a process of academic training in English language environment. In
addition to learning in the classroom, students have to learn and practice
communicating through different forms and methods
Novi says (in Ismiati, 2011:45) that speaking is a complex process
because it involves thinking, language and social skills. It means that there are
at least one speaker and one listener in this activity. When the speaker speaks,
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she/he expresses her/his attitudes, feelings and interests towards the topic
being talked with the listener. Thus, it may be concluded that people as social
creatures tend to interact each other in order to share information,
ideas/opinion, and express feelings through communication skills.
Further, Nelasco (1987: 42) explains what people actually do when they are
speaking. They are as follows:
a) They share meaningful information
b) They take turn
c) They use body language and gesture to emphasize
d) They use stress and intonation
In other words, people try hard to convey their feeling, ideas and arguments by
using non-verbal language, such as: gesture, body language, stress and
intonation.
2.1.2. Practical basis:
After many years teaching English in high school , I have noticed the
fact that the majority of students in high school are afraid of learning English,
and they often have a heavy feeling in the English lessons and especially when

the teacher give some topics to communicate, the students don’t know how to
speak. So what must we do to make students have a real enthusiasm about
learning a foreign language, namely English subject and make students
motivate and hope for this subject without feeling bored ? How can they hear
and speak simple English sentences in a natural way ? Those are some of my
concerns in the teaching process, so I'm always trying to find out the most
effective solutions to make my lectures attract students’attention, and is also
aimed at improving the quality of this subject on the purpose of renovating
teaching methods is that : “learner –centered”.So I decide to choose this
research subject“ Using mind-mapping to help students improve English
communication skills at Nhu Thanh secondary & High School ”.
2.2. The status of the research subject:
2.2.1. The advantages of using mind-map in teaching communication
skills:
Murley (2007) explained that the radiating design of a mind-map keeps
the main topic or idea central stand together with all its major subtopics neighboringit. Similarly, sub-subtopics stay close to their topics. This
arrangement keeps the big picture in focus and makes relationships and
connections easier to notice.
Furthermore, mind mapping is more flexible that students’ creativity will
be encouraged. Memory storage is enhanced as mind mapping allows
displaying all related topics on the same mind map, with keywords and
connections indicated by images, symbols, and colors. Mind map is not only
enhancing students’ creativity, but also attracting students’ attention. The
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benefits of mind mapping include providing the students with a more attractive
and enjoyable format for their eye and brain.
In addition, Murley (2007) noted that it is easy to understand the “maps”
drawn on mind-maps. This benefits the students as it saves time and increases

productivity that distinguished learning styles in EFL classrooms can also be
accommodated. Mind-maps are especially helpful for strong visual learners
who absorb information better when it is presented via diagrams and similar
visual aids than through written text.
To sum up, it can be concluded that mind mapping is an effective
strategy to use the power of both sides of the human brain to encourage
studying, problem solving, critical thinking, and memory recall.
2.2.2.The disadvantages of using mind-map in teaching communication
skills:
Not being blinded by the powerful advantages mind-mapping offers as
stated above, we also need to admit the disadvantages mind-mapping brings
about in the EFL classroom (Hofland, 2007).
First, mind-mapping is not unfamiliar in the teaching and learning
process,yet it is not widely used in schools. Budd (2003) states that the
students will probably find it a bit odd to make even one very simple mindmap when first using mind-mapping technique. This results into a complicated
experience as the students may think it is time consuming. However, this must
appear to be so only in the beginning. There is one solution to cope with it: any
students who get involved in mind-mapping technique to improve their leaning
need to practice regularly. In other words, the more the students use the
technique,the easier it becomes.
Another disadvantage in mind-mapping technique is that it uses many
images, symbols, and colours. This could make it difficult to get some students
to use mind-mapping technique (Hofland, 2007). As the students need to use
coloured pencils or crayons, they might feel uncomfortable to know that there
are students out there are writing in their notebook.Moreover, not all students
are good at drawing and colouring. It appears to be awkward to force all
students to draw images and symbols and colour them when making a mindmap.
2.2.3. Specific survey in classes 11C5, 12B1, 12B2,and 12B3
I have conducted a survey among classes I am teaching at Nhu Thanh
Secondary&High School to determine their attitudes toward communicating in

English by asking them the following questions.
Do you like speaking activities in English lessons?
A. Very like
B. Like
C. Normal
D. Dislike
Class Students Very like Like normal Dislike
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11C5
12B1
12B2
12B3

100%
100%
100%
100%

10%
8%
7%
5%

25%
15%
12%
10%

35%
32%
30%
25%

40%
45%
51%
60%

From the survey above, we can see that communication skills are rarely
improved at Nhu Thanh Secondary& High School, this may not make it
attractive to learners as a classroom activity. The students often see
communication as hard work, boring, unrewarding. Moreover, students don’t
know how to learn English and improve communication skills effectively
2.3. Some solutions to the research subject:
2.3.1. General requirements:
We know that communication skill plays a very important role in
mastering a foreign language. According to David Nunan (1991) the author of
language teaching methodology book: "Success is measured by the ability to
conduct a dialogue in the language they are learning." To do this successfully,
teachers must make students understand and gain the ability to use the language
as much as possible because the needs of learners are very diverse. Besides,
teachers shouldn’t create unfortunate misunderstanding in the communication
process.
Communication skills of students are practised with other skills through a
learning process in English language environment. In addition to learning in
classroom, students must learn themselves and practise speaking exercises
through different forms and methods because the aim of speaking exercises is to
help learners speak exactly and fluently.

The selection of teaching communication skills must be determined on the
basis of the lesson content to build the activities for study.
Through research process and practice in different classrooms I offer
some solutions to guide students to develop communication skills.
2.3.2. The main solutions:
Students often think that the ability to speak a language is the product of
language learning, but speaking is also a crucial part of the language learning
process. To guide students to develop communication skills in English, teachers
can teach students speaking strategies such as providing a dialogue, spoken
word actions, using minimal respones, practising grammar structures and
applying groupwork or pairwork in speaking skills and games.
Mind Mapping technique, Improve, Speaking Ability in learning English,
students should master the four- language skills. There are listening, speaking,
reading, and writing. Speaking is important skill which the students should
master it well. The aim of speaking lesson is to make the students be able to
communicate with other people using English. Based on the interviews with
English teacher, the researcher founds the problem.
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Based on the problems above, the writer conducts a research by using
Mind Mapping technique to improve English communication skills at Nhu
Thanh Secondary & High School
2.3.2.1: Providing a dialogue:
Thanks to the guidance of teachers, students themselves can create the
dialogues and then practice, practice instead. This activity is quite simple and
will be familiar so students are interested in learning.
The main purpose of this activity is to help students use Wh- questions
or Yes-no questions fluently
2.3.2.2: Spoken word actions:

In these actions teachers should let students speak simple sentences or
dialogues so that students have communicative opportunities .
In classroom, teachers can give some exercises to students to explain or
talk on the themes and afterwards, teachers and the whole class will remark by
asking questions or assessing and this will help students make faster progress
because:
- Assessment helps learners become more confident about assessing
language ability used by others
- Teachers must create a routine for your own classroom - where
speaking English in the classroom can turn into daily conversation, even
compulsory for students.
- Teachers can use this activity to help students retell the stories or
conversations in front of the whole classroom .
- Teachers should create situations, contexts, themes for students to
practise speaking in pairs or groups. In this section teachers can use pictures,
photos in and out of a textbook or topics close to them as their school, their
home, and their friends, and so on ..
2.3.2.3: Using minimal responses:
- Language learners who lack confidence in their ability to participate
successfully in oral interaction often listen in silence while others do the talking.
One way to encourage such learners to begin to participate is to help them build
up a stock of minimal responses that they can use in different types of
exchanges. Such responses can be especially useful for beginners.
- Minimal responses are predictable, often idiomatic phrases that
conversation participants use to indicate understanding, agreement, doubt, and
other responses to what another speaker is saying. Having a stock of such
responses enables a learner to focus on what the other participant is saying,
without having to simultaneously plan a response.
2.3.2.4: Practising grammar structures:
Unlike other languages , English has a word order and grammar rules to

be followed . The implementation of the structures and grammar principles in
practising speaking English is not simple. Therefore, when communicating in
English, try to use the grammar structures that you have been learned and
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mastered . If you just master the structures and simple sentences , you should
only use them until you can be sure of the correct use of more complex
structures.
2.3.2.5: Applying groupwork or pairwork in communication skills:
This is the basic and efficiency activity to practise speaking. Teachers
need to give careful instructions and know exactly how to divide the class.
Pair work and group work can become a routine. Once students are used to it
and have regular working partners, it can be organized quickly and easily. After
that group chief may give topic to say and members discuss. Some activities
such as paintings, plays, telling story should be applied.
2.3.2.6: Games:
Games is a very popular activity that teachers frequently used. any
activity is also considered games when we want students to do and want to find
out the winner. It is clear that Games are very positive and have a high
motivation. Teachers can design the games such as “chain games”, “lucky
number”, “find someone who” and so on.. to suit each specific class, each
specific object to encourage more students to participate
2.3.3. Organization steps:
For a speaking period, there are often three stages which are: Preparing
for speaking – Controlled practice – Free practice/Production. This learning
process not only helps students understand the material but also understand
their speaking skills used in practical communication. But the prerequisite
problem is that teachers need to clearly define the purpose of each speaking
lesson to orient for the students perform the tasks in the next steps.

2.3.3.1:Preparing for speaking:
- The instructions that are given at the beginning are crucial. If the
students do not understand exactly what they have to do, there will be timewasting, confusion, lack of effective practice, possible loss of control
- Select tasks that are simple enough to describe easily; and in
monolingual classes, you may find it cost-effective to explain some or all in the
students’mother tongue.
- Teachers encourage students to contribute to the general ideas for
speaking lessons ( Brainstorming activity)
- Teachers can ask students some questions to check their understanding
2.3.3.2. Controlled practice:
- Need to comply with the guideline from easy to difficult. Teachers
should give different types of exercises such as Substitution drills, using
Prompts or picture cues or language games for students to form structure they
have just studied.
- Teacher goes from group to group, pair to pair, monitor, and either
contribute or keep out of the way whichever is likely to be more helpful.
- Providing general approval and support;
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- Helping students who are having difficultly;
- Keeping the students using the target language(in many cases your
mere presence will ensure this!)
- Tactfully regulating participation in a discussion where you find some
students are over dominant and others silent.
- Correcting mistakes and language problems that students have such as
pronunciation or grammar. Teachers should provide some new words that
relate to the subject. However, teachers shouldn’t correct unimportant mistakes
and should encourage other students to find out the mistakes and correct them.
2.3.3.3:Free practice/production:

- This is the last activity of the lesson so teachers should give the general
requirement and shouldn’t limit students’ideas as well as language so that
students can speak freely.
- Teachers can create the situation, the context and the topic for students
to practise speaking in pairs or group.
- Teachers can use pictures and photos in textbook and outside it or the
topics that is close to students such as describe their school, house or their
friends how to ensure the requirements of the lesson effectively, and how to
stimulate student’s enthusiasm.
2.3.4. Demonstration:
Example of Controlled practice.
- Teacher goes from group to group, pair to pair, monitor, and either
contribute or keep out of the way whichever is likely to be more helpful.
- Providing general approval and support;
- Helping students who are having difficultly;
- Keeping the students using the target language(in many cases your
mere presence will ensure this!)
(Unit 8 Part B Speaking task 2 English 12) Talking about predictions that
are likely/unlikely to happen
Through this mindmap, students can know how to prevent, treat, transmit virus
corona.

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Example of Free practice.
( Unit 1 Part B: Speaking English 11) Talking about your best friend
Everyone of us has at least one best friend to share happiness and sadness. So
do I. My best friend's name is An. I can say she is my closest friend since we
were small. We have grown up in the same town , went to same school and

even studied in the same class. An is quite good-looking. She is tall and thin.
She has an oval face, black eyes and thin lips. She is a kind and honest girl.
She has talent in Maths so sometimes when I get troubles , she always explains
comlex Maths theories in simple ways to help me understand. I like spending
time with her because we have common things together. That's why she
understands me including my hobbies and dislikes. The best thing I like about
her is sense of humor. She always has useful ways to make me laugh whenever
I'm sad or angry. I really treasure our friendship and hope that it will last
forever.

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Example of group work.
Before you read (Unit 6 – Part A: Reading - English 12)
This activity helps students develop communication skills by
summarizing the ideas in the passage. The procedure may be:
Divide students into groups of four or five.
Read through the instrutions and make sure that each group understands what
to do. Choose one “secretary” in each group to write the list but emphasis that
everyone in the groups should agree on what to write.
While the activity is going on, move from groups, but do not interrupt
more than is necessary.
When some groups have finished their discussion, stop the activity, ask
one person from each group to report on what they decided
Give feedback: - Content
- Popular mistakes

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Example of using games. ( chain games)
Task 1 (Unit 13 – Part B: Speaking - English 11)
Teacher: My hobby is singing
Student 1: My hobby is singing and swimming
Student 2: My hobby is singing, swimming and fishing

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Example of providing a dialogue.
Talking about Tet ( Unit 8 Task 1 Part B Speaking English 11)
The aims of this task are to:
- Expand students’ vocabulary about many diffirent topics
- Use expressions and idiomatic phrases.
- Use gestures
- Make eye contact

Example of applying groupwork or pairwork in communication skills:
Task 2 (Unit 7 – Part D: Writing - English 10)
Discuss the benefits and disadvantages of the Internet

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APPLYING THE RESEARCH IN TEACHING
Unit 12

The Asian Games
B: Speaking

Period:74
I. Oblectives:
1. Knowledge : Scanning the passage and completing the table
Intensive reading and answering the questions
Summarizing the reading passage
2. Skill : - Main skill : Reading.
- Subs kills : Writing, speaking and listening
3. attitude: - Have a positive attitude towards what they have learn.
- Understand and actively respond to relevant matters or situations.
4. Competence: Develop the competences of communication, cooperation, using
languages,and solving problems.
II. Teacher’s and student’s preparation:
1. Teacher: Lesson plan, text book, pieces of with new words
2. Students: Text book and note book
III. PROCEDURE
A. Getting started:
1. Class organization
2. Check up
3. New lesson
B. Knowledge:
1. Aim: By the end of the lesson, Ss will be able to understand the passage.
scan for specific information
guess the meaning in context
remember some events about Asian games.
2. method: Communicative
3. Materials: Text book and note book
4. Competence: Ss are eager to read the passage
Teacher’s activities
1. Warm up:

Use game stop the bus:
Divide class into 2 groups:
Group 1: Name the countries
Group 2: Name the sports
- Check with the class and give correct answers

Students’ activities
T gives some letters
such as: V,T, C, S, K,
B
Countries
Sports

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Work in pairs
II. While-speaking:
Task 1:

T: - Review the pronunciation of ordinal number, the
year and the countries in the table.
P: Listen and repeat
T: - Ask Ss to use the information from the table to
ask and answer about the Asian Games
- Give model:
- Get Ss to work in pairs.
- Go around observing and providing help.
A: When and where
were the second

Asian Games held?
B: in 1954 in
Philippines
A:
How
many
countries took part in
the Games?
B: eighteen
A: How many sports
were there at the
Games?
B: eight

Task 2
- Ask Ss to look at the information from the table and
talk about the sports results of the Vietnam athletes at
14 th Asian Games.
- Give example: In bodybuilding, the Vietnamese
athletes won one gold medal and one bronze medal.
- Let Ss to work in groups.
- Call on some Ss to present their talk

Task 2
Work in groups
+ In billiards,
Vietnamese athletes
won one gold medal
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and one silver medal
+ In Karate do
Vietnamese athletes
won two gold medal
and one bronze
medal
+ In shooting
Vietnamese athletes
won one bronze
medal
+ In wushu
Vietnamese athletes
won one
gold medal and one
bronze medal.

2.4. Result after applying the research in teaching:
Students are more active in practising communication skills
Students communicate with each other better.

Class

Students

Very like

Like

Normal Dislike

11C5

100%

30%

45%

15%

10%

12B1

100%

25%

50%

15%

10%

12B2

100%

25%

40%

20%

15%

12B3

100%

15%

45%

25%

15%

3: CONCLUSION AND SUGGESTION
3.1. Conclusion:
To improve communication skills for students, it requires preparation from
both sides, teachers and students.
First, teachers have to identify the focus of the lesson to select appropriate
content, then there is a clear plan
Second, students need to be prepared at home well, actively learned.
If they do well with the above requirements, certainly teachers will develop
speaking skill for students.
3.2. Suggestion:
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To teach communication skills more effectively, the first thing to have good
facilities, full intuitive full furniture, vivid pictures for teachers to have the
time to invest in new initiatives and prepare for improving communication
skills better.
Nhu T hanh
The Headmaster’s identification I ensure that this study has been written by me
The writer

Phan Anh Đào

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4: REFERENCE BOOKS
1. The teacher training materials – English 11 ( Hoàng Văn Vân)
2. The practice of English Language Teaching ( Jeremy Harmer)
3. Brunei. C. (1984). Communicative methodology in teaching. Cambridge
University press.
4. David Nunan (1991) the author of language teaching methodology book
(David Nunan 1991)
5. English book 10,11,12 (Hoàng Văn Vân)
6. Ujang, Rusman (2012) Improving Students’ speaking skill by Using Picture
Series
7. Murley, D., (2007), Mind Mapping Complex Information, Illinois:
Southern Illinois University School of Law Library.

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DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC
HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ
GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả:PHAN ANH ĐÀO
Chức vụ và đơn vị công tác:Trường THCS& THPT Như Thanh
Kết quả
Cấp đánh
đánh giá
giá xếp loại
TT Tên đề tài SKKN
xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)
1.
Guiding students develops Sở
C
communication skills in
English at Nhu Thanh high
school
2.
Using some activities to help Sở
C
students improve English
communication skills in
speaking lessons at Nhu
Thanh Secondary and High
School

3.
Using mind-mapping to help Sở
C
students improve English
communication skills in
speaking lessons at Nhu
Thanh secondary and High
School
4.
5.
...

Năm
học
đánh giá xếp
loại
2013-2014

2017-2018

2019-2020

* Liệt kê tên đề tài theo thứ tự năm học, kể từ khi tác giả được tuyển dụng vào
Ngành cho đến thời điểm hiện tại.
----------------------------------------------------

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