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.

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



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

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.

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

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

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

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
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a huge amount of information especially with a large number of respondents in
a short time.

Moreover,

if

the

questionnaire


question and answer format. Three English teachers who are very enthusiastic and expe-

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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

- 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


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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