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 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TABLE OF CONTENTS
TRƯỜNG THPT LƯƠNG ĐẮC BẰNG
Page

1. INTRODUCTION 1

1.1. Reasons for choosing the topic 1

1.2. Research purpose and objectives 1

SÁNG KIẾN KINH NGHIỆM 1.3. Research questions 2

1.4. Scope of the research 2

1.5. Research methodology 2

2. CONTENTS 2
TÊN ĐỀ TÀI
2.1. Theoretical background 2
USING MIND-MAPPING TECHNIQUE TO IMPROVE THE 12th GRADERS’
ENGLISH VOCABULARY AT LUONG DAC BANG HIGH SCHOOL 2.2. Practical background 11
(BASIC BRANCH)
2.3. Solutions to the problems 12

(Sử dụng kỹ thuật lập bản đồ tư duy để nâng cao vốn từ vựng Tiếng Anh cho học 2.4. Effectiveness of using mind-mapping techniques 15
sinh lớp 12 trường THPT Lương Đắc Bằng – Chương trình cơ bản)
2.5. Sample lessons 23

3. CONCLUSION AND PETITION 35

Người thực hiện: Hồ Thị Minh Thái REFERENCES
Chức vụ: Tổ trưởng chuyên môn Tiếng Anh
Đơn vị công tác: Trường THPT Lương Đắc Bằng APPENDIX

SKKN thuộc môn: Tiếng Anh

THANH HÓA - NĂM 2022

1. INTRODUCTION
1.1. Reasons for choosing the topic
In today’s global world, the importance of English cannot be denied and ignored. It has
been playing a major role in many sectors including medicine, engineering, education,
aviation, etc. It is the language of science and technology. It is the official language in a large
number of countries. English language, therefore, is believed to be used to access to every
field of life. It is English that is used to communicate internationally.
In acquiring a foreign language, vocabulary plays a crucial part. It is one element that
links the four skills (speaking, listening, reading and writing) all together. When talking about
the importance of vocabulary, it was noted by Wilkins (1972) that: "without grammar little
can be conveyed, without vocabulary nothing can be conveyed." Indeed, people need to use
words in order to express themselves in any language. In order to communicate well in a
foreign language, anyone should acquire an adequate number of words and should know how
to use them accurately.
Before 1970, little attention was paid to vocabulary teaching and learning. It means that
teaching vocabulary was just considered as an addition to teaching grammar or simply a by-
product of language teaching and communicative functions. However, some scholars of
language acquisition no longer talk about the four language skills, but nine skills. These other
five skills are vocabulary, spelling, grammar, pronunciation and study skills. Therefore, the
role of vocabulary knowledge has been recognized by theorists and researchers since 1990.
Besides, in my experience as a teacher of English, I noticed that my students usually
find it difficult to speak English fluently. They usually consider speaking and writing
activities (productive skills) exhausting because they keep on using the same words and
expressions, so very soon their conversation is abruptly interrupted due to missing words.
For the same reason, their receptive skills (listening and reading) are not good either. The
main reason for such problems is the lack of vocabulary. Other students are faced with the
problem of forgetting the words right after the teacher has elicited their meaning or after
having looked them in the dictionary. This is also a cause of the lack of vocabulary.
Recognizing the importance of vocabulary, I myself understand that the teacher has an
essential role in helping students to improve their vocabulary.
To the best of my knowledge, there have not been any studies concerning Mind-mapping
technique in vocabulary teaching carried out at Luong Dac Bang high school before.
Therefore, the author of the present study, a teacher of English, has decided to conduct a study
named “Using Mind-mapping Technique to improve the 12th Graders’ English Vocabulary at
Luong Dac Bang high school”. The findings of the study, if done well, would be original.
1.2. Research purpose and objectives
The purpose of the study is to improve the 12th graders’ English vocabulary at Luong Dac
Bang high school. In order to achieve the purpose, the study is expected to reach the objectives
as follows:
- Uncovering the 12th graders’ attitudes towards mind-mapping technique used in vocabulary
teaching.
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- Evaluating the effectiveness of mind-mapping technique applied to vocabulary teaching.
1.3. Research questions
The objectives of the study can be elaborated into the research questions as follows:
- How is mind-mapping technique used in vocabulary teaching assessed by the 12th graders
at Luong Dac Bang High School?
- What is the effectiveness of mind-mapping technique on the 12th graders’ English vocabulary
outcome at Luong Dac Bang High School?
1.4. Scope of the research
The focus of the study is using mind-mapping technique to improve the 12th graders’
English vocabulary at Luong Dac Bang high school. Hence, the study could not cover all
aspects in vocabulary teaching. It only focused on the use of mind-mapping as a technique to
help enhance the 12th graders’ vocabulary at Luong Dac Bang high school.
The subjects of the study are 90 male and female students coming from class 12A3 and
12A9. The age of those 90 students ranges from 17 to 18. They are going to be the participants
and respondents to survey questionnaires, trial lessons and tests.
The action plan was implemented in 5 months from October 2021 to February 2022,
during the academic school year (2021-2022) at Luong Dac Bang high school.
1.5. Research methodology
The purpose of this research is to find out whether mind-mapping technique has any
positive effects on the 12th graders’ improvement and retention of vocabulary and explore the
students’ attitudes toward this technique. Besides, I myself - the researcher - would like to
improve my students' learning skill and my professional performance. Therefore, it is hoped
to be a practical action research project because its purpose is to research a specific school
situation with a view toward improving practice, to focus narrowly on a specific problem and
to be undertaken by an individual teacher within a high school.
In order to address the two research questions, both qualitative and quantitative methods
are exploited in this action research. The data are collected via survey questionnaires,
interviews and tests.
2. CONTENTS
2.1. Theoretical background
2.1.1. Vocabulary Defined
According to Webster (1994), vocabulary is the list of words which is often used in every
aspect of life and words are usually arranged alphabetically with an equivalent definition. To
be more details, vocabulary is often explained or translated, depending on the word stock at
the command of an individual for the use of this person in particular work, language or branch
of subject, etc. Additionally, Lado (1994) defined vocabulary as a form of expression with
associated with the meaning and content of words. Meanwhile, it was also defined by
Scrivener (1994) that vocabulary could be considered as a powerful meaning carrier because
when a student identifies the importance of the vocabulary in communication and learning,
they may reasonably intend to get, receive and accept a working knowledge of a great amount
of words.
 Another significant thing to be considered for teachers when making work of vocabulary
is the difference between receptive and productive vocabulary. According to S. Thornbury
(2002), in general, there are several difficulties when learners access vocabulary of a foreign
language, and they are:
• Creating the accurate connection between the form and meaning of words during the
process of understanding the target language; for example, separating the meaning of the
words related to the topic.
• Using the exact word form for the intentional meaning when producing language.
In brief, there are many different points of view about vocabulary. Having mentioned
these definitions, the researcher decided to use that of Webster (1994) in this study because
this definition from this scholar is more appropriate and useful to use in the study.
2.1.2. Vocabulary Classified
According to Scrivener (1974), vocabulary can be divided into two types, including
productive (active vocabulary) and receptive (passive vocabulary). Particularly, productive
vocabulary is the group of words which are often used in spoken language, or daily
conversation. This type of vocabulary requires good pronunciation – saying the sounds and
stress of the words correctly – so that the dialogue can be carried out smoothly. Meanwhile,
receptive vocabulary is the use of words that we can identify and understand how to use; but
we do not use it intentionally in conversation or other purposes.
Additionally, it is raised by Hendrich (1988, p.131) that, vocabulary classification is
possible to maintain from different viewpoints: formal (for example word classes);
mechanical (according to the frequency); semantic, that is according to the relationships of
language marking to off-language reality or according to the relationships of meaning
(synonyms, antonyms, etcetera); or from the grammatical viewpoint, mainly paradigmatic,
which is grouping words together according to the same grammatical characteristics.
Another classification by Judy K. Montgomery (from the book: The Bridge of
Vocabulary: Evidence Based Activities for Academic Success (NCS Pearson Inc, 2007).
There are 4 types of vocabulary:
• Listening which is the words we hear and understand;
• Speaking which is the words we use when we speak;
• Reading which is the words we understand when we read text;
• Writing which is the words we can retrieve when we write to express ourselves.
The first two constitute spoken vocabulary and the last two, written vocabulary. Children
begin to acquire listening and speaking vocabularies many years before they start to build
reading and writing vocabularies. Spoken language forms the basis for written language. Each
type has a different purpose and, luckily, vocabulary development in one type facilitates
growth in another.
2.1.3. Vocabulary Tests Defined
According to Brown (2005), test, in simple term is a way of examining ability of an
individual, knowledge or performance in a given aspect. There are many published exercises
on vocabulary. These include: Matching pictures to words; matching parts of words to other
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parts; matching words of other words (synonym, opposites, sets of related words, etc.); using
prefixes and suffixes to build new words; using given words to complete a specific task; filling
in crossword, girds or diagrams; memory games. Each of them can be interpreted in detail as
follows:
• Matching pictures to words which could help a child to demonstrate their knowledge.
Activities like this can also be lessons in vocabulary, for a child matching local birds this
is also an opportunity for the child to demonstrate their knowledge in the names and sounds
of the birds.
• Matching parts of words to other parts in which the child is using their developing memory,
utilizing their ability to store, organize and retrieve information, recall information in
relation to something they have seen before.
• Matching words of other words, example: synonym, opposites, sets of related words, etc.
which can also provide the child the opportunity to further their knowledge and then
demonstrate that knowledge in a particular/specialized area of interest.
• Using prefixes and suffixes to build a new word which give the children an improvement
when they read literature, coming upon unknown words. It also helps them concisely say
or write something. They just add a prefix or suffix and eliminate the extra prepositions or
sentences needed to convey the meaning.
• Using given words to complete a specific task helps the children to train their memory and
the capability to analyze and give the most suitable choice.
• Filling in crossword, girds or diagrams force the children to look at the letter sequence of
a word which helps them learn new spelling. Filling in crosswords relies on them spelling
the word correctly and this helps them to remember words with difficult spelling.
• Memory games bring about a wide range of benefits which include:
 improve concentration;
 train visual memory;
 increase short term memory;
 increase attention to detail;
 improve the ability to find similarities and differences in objects;
 help to classify objects that are grouped by similar traits.
2.1.4. Mind-mapping Technique
Mind-mapping Technique Defined
There are many different views on the definition of mind-mapping. It is defined by Tony,
a British psychologist that “Mind-mapping technique” or “Mind-mapping” was created and
made progress in the late 1960s in an attempt to assist learners to do the note-taking more
effectively. According to Buzan (1993) in the book “The Mind mapping Book”, “Mind-
mapping is a powerful graphic technique, which provides a universal key to unlocking the
potential of the brain”. Additionally, it was also noted by McGriff (2000) about Mind-
mapping that “Mind-mapping is an excellent way to help learners organize knowledge, to
empower themselves to better comprehend the key concepts and principles in lectures,
readings or other instructional materials”. Mind-mapping is also defined by Readon and
Nourie (1999) that “Mind-mapping is a creative note-taking method, which eases us to • Using as least words as possible, the best way to convey ideas in Mind-mapping is using
remember much information. Because of its visual specialty, Mind-mapping is often full of one key word, which is proven to create the creativeness and flexibility to the Mind-
color, pictures and symbols like a small art. mapping and help the author to spark off novel thoughts, for each big branch, and more
details can be added in further branches.
Mind-mapping Classified
In general, Mind-mapping imitates the thinking process, namely helps us to move from
one topic to another topic back and forth, and presents the information through symbols,
pictures, emotional meaning and colors, exactly the same as our brains process it. It uses
lines, colors, arrows, branches or some ways of showing connections between ideas generated
on our mind map. Our brains can remember things better with visual, colors and pictures and
therefore remember the facts and ideas that go with them.
In fact, there are many different types of Mind-mapping; however, four types presented
below are the most popular.
Network tree
Figure 1: An example of Mind-mapping (by Paul Foreman)
Network tree is a way of presenting ideas, concepts or information and relationships
among them in the form of branches, often vertical ones. In a network tree, information, with
In the example about Mind-mapping given in the picture above, the author concentrates
examples incorporated to reinforce the meanings of the word, are regularly arranged basing
on the topic of “tennis” and the related aspects that help reader to understand more about this
on its level of specification, in which the most general term will be at the top and more specific
sport, for example, principles, shot, scoring, tournaments or surfaces.
items will be under the big topic. An example of a network tree is shown in Figure 2 below:
In general, Mind-mapping illustrates the process of forming ideas happens in our mind.
By using Mind-mapping, a great amount of information can be presented by pictures, lines,
colors or symbols. Furthermore, other components of a Mind-mapping such as arrows, shapes
will help our brain to remember information in a better way.
In the book about Mind-mapping, Buzan (2004) recommends a way to make or create a
Mind-mapping, consists of these following advices:
• Taking a blank piece of paper and beginning in the center of this sheet with turning the
paper sideways. Starting from the middle helps the brain to think freely due to numerous
creative spaces, ideas from brain can spread in all direction so that they can be expressed
in the most effective way.
• Taking pictures, photos or big shape drawn by the author for the main topic or ideas, with
the biggest for the most important and smaller for the less significant. An image or picture
put in the central of the Mind-mapping can be able to make the map to be more intriguing
and keep the author of the map concentrated on the process and stimulate the imagination
so that new ideas can be produced.
• Using colors, which are helpful to the imagination, to make the Mind-mapping to be more
vibrant, lively and energetic. Bright and impressive colors such as red, orange or blue are
highly recommended.
• Using curved lines, which are less boring and more attractive to the maker, to connect the Figure 2: An example of a network tree (by Karla Šturm)
main ideas to the topic in the central position of the paper. When connecting ideas by lines,
it creates the structural frame to the whole map and helps the brain link ideas and support It can be seen in the network tree example shown in Figure 2 that there are many
evidence together. scientific terms presented in this diagram.
Event Chain
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 In general, an event chain is a diagram which has the function of indicating the
relationships among events and how they have an influence on each other. In particular, its
chain describes the sequence of the procedure of this event.
Figure 3: An example of an event chain (by Lori Edwards)
Take Figure 3 as an example, it can be seen that there are several stages in the Order
Information Check process, and each step in the procedure has the relationship to at least one
another stage. By using the event chain, steps and stages used to complete the task can be
described in a clearer way to understand.
Cycle Concept Map
Cycle concept map could be considered a remarkable type of event chain map. In this
type of map, there is no final outcome produced after the event sequence. Instead, the last
stage in the map has a reversal effect back to the initial one.
Figure 4: An example of a cycle concept map (by Wayne Sullivan)
As can be seen in the Figure 4, which illustrates the cycle of the element of Carbon on
the Earth, all of the components involving in the process of producing CO2 and C have the
relationship to each other; and if the diagram is analyzed carefully, there are up to three
smaller cycles described in this map.
Spider Concept Map
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This is the most popular and favorite type of Mind-mapping, and this type of Mind-mapping
are still used by many students all over the world to help them study more effectively. It is
noted by Svantesson (2004) that there are several ways of creating Mind-mapping using this
method, namely hayfork, thorn fish, cluster or variation, which are given with examples below:
Figure 5: An example of hayfork Figure 7: An example of cluster
Figure 6: An example of thorn Figure 8: An example of variation
fish
2.1.5. Mind-mapping Technique in teaching and learning vocabulary
It is undeniable that memory plays an important part in learning, remembering and
acquiring a foreign language, especially in learning vocabulary, in which students hold
responsible for getting acquaintance and internalizing to the pronunciation and meaning of
the words on the purpose of using them effectively. In order to achieving the aim of learning
vocabulary efficiently, taking the advantage of the tool of Mind-mapping, which use personal
connection with a view to making the process of remembering new information to be more
easily and visualizing the thinking process, a helpful method. As a result, Mind-mapping is
considered to be a very supportive teaching technique to use the vocabulary of a foreign
language proficiently. Despite the possibility of being time-consuming to apply the
technique, eventually, at the time students recognize and understand the way of using Mind-
mapping, the learning process will be speeded up. Basing on the viewpoint of Casco (2009),
there are some applications of using Mind mapping in teaching vocabulary, including:
• Engaging the students
When taking a look at the Mind-mapping, students can pay attention to the main topic
and recognize what the subsequent piece of information is. Additionally, Mind mapping can
supply necessary information to decrease the apprehension of the students when getting input
data.
• Activating previous background knowledge
 Mind-mapping is proven to activate prior knowledge of students because the use of writing. Last but not least, Mind-mapping can be used like a reminder tool for the speaking
pictures, colors and keywords can foster the memorization process of students’ background exercises. Students can prepare a Mind-mapping about the topic that they are going to learn
knowledge about the topic. in the lesson. Key words and clues appear on the Mind-mapping will be suggestions to them
• Stimulating students to raise questions so that they will speak more naturally, fluently and confidently.
In a Mind-mapping, the information is displayed and arranged in a clear way and it
shows the background knowledge of the students about the topic by the density of branches
on the Mind-mapping. Therefore, Mind-mapping can help to encourage learners to ask
because visual attracts and interrogation marks widen the range of information and urge them
to ask more to fulfill the need in the students to discover and answer unanswered questions.
• Supporting the skills of reading, listening and speaking
Owing to offering the students a very general view of the topic, Mind-mapping is
considered a powerful method to facilitate the skills of reading and listening comprehension
of students. Accordingly, the embedded signals included in the Mind mapping prompt the
Figure 9: A Mind-mapping about City (by Archie Archambault)
students to create the link between the ideas summarized on it and the full content of these
As is illustrated in the figure, the biggest topic for the lesson is “City” and there are three
ideas, and in turn help them to understand. Additionally, Mind mapping also provides a
most popular things can be found in the city, including transport, buildings and places, and
method for the students to arrange their thoughts, because the great number of ideas and
each word contain more than ten new words, so there are approximately 40 items of
information on the Mind-mapping, which are easily connected, allowed the students to make
vocabulary on just only one page of paper. Obviously, seeing this Mind mapping will help
a discourse when using the Mind-mapping.
students to remember these items more easily than looking at the monotonous list of words.
• Evaluating oral production
Besides using shapes and colors in the previous figure, another way to memorize the
In general, the method of implementing the same Mind-mapping at different steps of the
new vocabulary is through the pictures and images, because systematically information
course can be taken as an example of the process of production of the students. They can show
arranged in the form of pictures and photos can help learners a lot in the process of learning
their level of comprehension of the new grammatical structures and lexical items by
new words.
explaining the relation among elements on the Mind-mapping. The production acquired with
the aid from the Mind-mapping will become an experience for teacher in their work in the
future.
• Supporting written production
In writing, Mind-mapping is proven to be an effective tool to form the ideas for the
writing topic, because the more branches the Mind-mapping has, the more evidence and
supporting ideas the students can have to put into their writing production.
Because of its importance, vocabulary appears in almost every aspect of the language
use, including reading, writing and speaking. According to Hofland (2007), reading is
considered “a very linear process, a typical left-brain skill.” On the other hand, linear process
is not the sole skill that the human brain is good at; it is also extremely strong in parallel
processing skill. Obviously, when a word appears in students’ mind, it usually accompanies Figure 10: A Mind-mapping about Animals (by Paul Foreman)
with related images, pictures, ideas or associations of this word, and the connection itself is For instance, in figure, the topic about animals became very interesting, colorful and
also the advantage of Mind-mapping. Leaners can take advantage of it to use in their learning. lively with the appearance of images represent for each big group of animals. Some difficult
Additionally, Mind-mapping can be very useful in learning writing, which is considered to be words to students such as “amphibian”, “cold-blooded” or “reptiles”, which are regularly
the hardest skill for the students to learn because of the word limitation and the lack of ideas time-consuming to remember if students learn in traditional way, now when visualized, the
to express in a writing task. With the use of Mind-mapping, students can have a creative way hard-to-remember words popped up automatically in the students’ minds every time they look
to brainstorm and forming ideas for the task. Besides, students can express their viewpoint by at it.
looking at the pictures, photos or colorful words and turn this opinion into sentence in the

9 10
2.1.6. Advantages of using Mind-mapping Technique
It is presented in previous parts that the first reason for the advent of Mind mapping was
to make the note-taking action of learners, or regularly the action of writing words down with
lots of words, which has three following disadvantages: writing down redundant words is
time-consuming and labor-consuming, missing information during the process of writing and
taking more time to read and review, to be more effective (Tony, 2004).
On the other hand, applying Mind-mapping technique has a variety of strong points.
According to De Porter and Hernacki (2008), there are four main advantages and three
disadvantages when Mind-mapping technique is applied in the class, as mention below.
• Flexibility
The Mind-mapping can help students express their ideas in a very flexible way, because
details or information can be added easily to the Mind-mapping, basing on our viewpoints,
anywhere in the Mind-mapping.
• Topic’s concentration
Because of the special position in the Mind-mapping, the topic, which is often written
in biggest and most colorful letters or pictures, can be seen by the students easily and it helps
students focus on what he or she is mentioning or talking about. Furthermore, keeping seeing
on the keywords or phrases, which are very outstanding on the Mind-mapping, can also help
students to simplify their outcome.
• Increasing in comprehension
It is proven that using Mind-mapping can make the process of understanding the
materials more easily, because Mind-mapping is a simple pattern with branches in different
directions and obviously it does not create the confusion when students learn the materials.
• Enjoyment
Because of the special characteristics of Mind-mapping, it will be very enjoyable when
designing a Mind-mapping. Imagination, beauty, words, ideas or creativity is unlimited and
it makes Mind-mapping to be interesting and exciting to make. The use of picture, image and
colors also makes the brain feeling comfortable and it will stimulate the appearance of ideas
and information.
2.2. Practical background
Luong Dac Bang High School was established in 1961. It is one of the most famous
schools in Thanh Hoa, Vietnam. With about 100 teachers and officers, approximately 1549
students and 37 classes (School year 2021 - 2022), Luong Dac Bang High School is noted for
not only many experienced teachers but also many good and successful students.
The English Group consists of 10 graduate teachers with BA and MA degrees from
Vietnamese Universities. Luong Dac Bang teachers are co-operative and enthusiastic in
teaching. Most students are interested in studying nature science subjects (such as Maths,
Physics and Chemistry) rather than English. Although English is important at this school and
has been taught as a compulsory subject for all students, they only learn English as a foreign
language. Therefore, being an English teacher, I face difficulties in teaching such skills as
reading, listening, speaking and writing especially teaching vocabulary for my students. With
11
my students, they in particular usually feel bored with learning vocabulary (Even though some
of them are quite good at grammar). They said that vocabulary was very difficult to remember
because they did not change their learning habits, such as writing words on paper, trying to
learn by heart or learning passively through the teacher's explanations.
This study is carried out at Luong Dac Bang High School, Thanh Hoa Province. The
book used for the 12th-Grade students is “Tiếng Anh 12”, published by Vietnam Education
Publishing House.
Students at Luong Dac Bang High School, especially students at two experimental
classes do not have the similar competence of English. Teachers are continually faced with
the students who are not good at vocabulary skill.
Therefore, this research was aimed to find out the way of improving vocabulary skills
in learning English by using Mind Mapping technique and suggest some effective resolutions.
2.3. Solutions to the problems
This study is conducted with two-stage sampling, which was applied through – the
cluster sampling and the individual sampling, and it is undeniable that there would be two
groups chosen through the class, in which the class of 12A3 will be the Experimental group,
and the class of 12A9 will be Control group. After gathering and dividing students in two
groups basing on their class, the researcher checks the individual sampling competence by
giving a pretest to the students from the two groups as pretested; the sampling of the study is
presented in the following table.
THE SAMPLE OF THE STUDY
Number of Number of matched
No. Group`
students pairs
1 12A3 (Experimental) 45
45
2 12A9 (Control) 45
Total 90
2.3.1. Participants: Researcher and Students
The researcher of this study is also the teacher, intervener. She is a teacher with 20 years
of experience and has been teaching the 12th-grade students for more than 10 years. Thus, she
knows the situation of the students clearly and she wants to find a way to help the students to
learn English, particularly learn vocabulary more effectively.
Besides, the participants of this study were 90 students from the class of 12A3 and 12A9
at Luong Dac Bang high school in the academic school year of 2021 – 2022. They were in
their final year at the Upper Secondary School and in their attempt to win a place at
universities. They would take GCSE examination (General Certificate of Secondary
Education Examination), the most important examination, when the academic school year
finishes. The researcher hopes that after participating in this study, students could find a way
to improve their vocabulary, which can help them a lot in the English test in the GCSE
examination, their further studies as well as their life in the future.
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2.3.2. Research Methods used for this study: Action Research In this research, there are two kinds of variables could be used, including independent
Pretest-posttest designs were chosen during the experimental period of research because variables and dependent variables. Independent variable is Mind Map technique that is
they are widely used for the purpose of comparing groups and/or measuring changes resulting provided to the students, and dependent variable is the students’ scores in the vocabulary tests.
from experimental treatment (Dimiter and Rumrill, 2003). The basic pretest-posttest 2.3.3. Data collection instruments
experimental designs are formed and used in which one or more experimental teams are Vocabulary Tests
exposed to a treatment or intervention and then compared to one or more control teams, whose Before designing a test, it is vital to think about what to test and what its purpose is. As
treatment was not given. mentioned above, the goals of this study are to evaluate the effectiveness of Mind mapping
technique applied to vocabulary teaching and measuring the student’s word retention, which
Groups Pretest Treatment Posttest means that how long a word is retained in students’ long-term memory.
In collecting data, vocabulary tests are used by the researcher to get information about
Control Group the ability of learners in leaning and memorizing vocabulary. In total, a series of three tests
were administered to students at a six-week interval and the target words in the previous test
were included and tested again in the subsequent tests but in different linguistic contexts. Test
Treated Group items are also varied to include items such as multiple-choice questions, gap-filling, match
the words with the pictures, words that go together, match the words with the definitions, error
correction.
All the target words or lexical items that are taken from the text book was developed and
Figure 1: A visual description of Pretest-Posttest Designs
tested. All the tests were designed in such a way that they were marked objectively.
Subsequently, statistical analysis is able to examine the effectiveness of the intervention by Specifically, the multiple-choice format with four options was used for all tests and they were
the process below: piloted with the best students of other classes who all have good knowledge of the subject
before they were administered to the students. This is to make sure that there were no
Experimental group: R M X1 P1 P2 ambiguities in the tests, i.e. no test item with two possible correct answers. In the tests,
Control group: R M X2 P1 P2 students are asked to choose the best answer by circling the letter A, B, C or D. Time allocated
for each test was 15 minutes and mark allocation is 100 points in total, which means 50 points
In which, for each item.
R: Randomization The general description of the test is illustrated in the following table, which gives
M: Matching process through a pretest general information about basic requirement of the test.
X1: Teaching through Mind Map
X2: Teaching without mind maps and diagrams TEST PRE-TEST POST-TEST 1 POST-TEST 2
P1: Posttest 1 DESCRIPTION (Appendix 7) (Appendix 8) (Appendix 9)
P2: Posttest 2 Number of
20 20 20
On the purpose of carrying this research, the writer would select students from two questions
classes 12A3 and 12A9; subsequently divided the chosen students into two groups; which are Time allowance 15 minutes 15 minutes 15 minutes
experimental and control group. When the process of the try-out of the vocabulary tests Question types / Multiple choice Multiple choice Multiple choice
finished, the writer would give the same test to students from these two groups. After that, Task types Gap-filling Match Gap-filling Match Gap-filling
there would be a thirty-minute vocabulary lesson with mind mapping and diagrammatic the words with the the words with the Match the words
techniques to the experimental group and a lesson without Mind Map would be conveyed to pictures Words that pictures Words with the pictures
the control group. Finally, right after the lesson, both of the two groups are given a post-test go together that go together Words that go
and another post-test three weeks later. Data was collected, processed and carried out through Match the words with Match the words with together
these tests. the definitions Error the definitions Match the words
correction Error correction with the definitions

13 14
 Error correction.
Mark allocation 50 points for each 50 points for each 50 points for each
question x 20 question x 20 question x 20
questions = 100 points questions = 100 questions = 100
points points
Questionnaires
Undoubtedly, questionnaires are one of the primary sources of acquiring data in any
research. According to Salkind (2003), questionnaire is a useful tool in educational research
since “individuals can complete them without any direct assistance or intervention from the
researchers”. Nevertheless, Richards & Schmidt (2002) critically pointed out that when
designing a questionnaire, the researcher should make sure that it is “valid, reliable and
unambiguous” (p. 438). Besides, Seliger and Shohamy (1989) believed that closed-ended
questionnaires are more effective because of their ease of analysis. Nunan (1999) is of the
opinion as follows: “The important issue in closedended questions is that the responses to
these types of questions will more accurately reflect what the respondent wants to say”.
Due to the fact that questionnaires save time and efforts for both researchers and
participants, in the scope of this research, questionnaires for students and teachers were
employed as one of the primary instruments for data collection.
In this study, the questionnaire (Appendix 1) consists of six questions concerning the 12th
graders’ opinions about learning vocabulary and their feedbacks on the teacher’s activities.
During the process of delivering the questionnaires for students of two classes 12A3 and
12A9, the researcher focused on answering the first research questions: “How is Mind-
mapping technique used in vocabulary teaching assessed by the 12th graders at Luong Dac
Bang high school?” Because of the fact that the informants are in the final grade – grade 12th,
all items in the questionnaires for students were both in English and Vietnamese so that the
students could have intensive understanding in both languages and could follow and complete
more easily.
Interviews
The next main source of data to be collected in the mixed method design comes from
the interview. It was stated by Salkind (2003) that interviews help researchers “get better
response and more accurate data”. In addition, Burns (1999) debates that “Interviews are a
popular and widely used means of collecting qualitative data”. In the process of the study,
interviews were carried out after the trial lessons with Mind mapping. In general, interview
can be conducted in two forms: person-to-person and group or collective formats. Merriam
15
(1998) admits that both of these forms of interview are a kind of goal-oriented conversation.
After the trial lessons which applied Mind mapping techniques, informal interviews between
the researcher and the participants were conducted with 15 students randomly at a different
convenient time after the trial lessons to get more objective, exact opinions and feedbacks
about learning vocabulary with Mind-mapping. These semi-structured interviews (Appendix
2) were employed to get information about the difficulties, interests, advantages that Mind-
mapping techniques have brought to students and some of their desire if they had. The
interviews were carried out in both Vietnamese and English basing on students’ understanding
and interest. During the interview, detailed notes were taken.
2.4. Effectiveness of using mind- mapping techniques
Theoretically, the findings of this research will reaffirm and reinforce the effectiveness
of Mind-mapping technique in previous studies. Besides, teachers’ skill in using Mind-
mapping technique to improve student’s vocabulary is expected to be sharpened and
developed. In addition, the findings of this research will be considered as reference to other
researchers who want to study Mind-mapping technique more intensively in teaching
vocabulary. Practically, the researcher hopes that the study of the using of Mind-mapping
technique in teaching and learning vocabulary may be practically beneficial to not only the
researcher herself but also to the other teachers, the students and Luong Dac Bang High
School itself in the academic school year of 2021 - 2022. Firstly, to the researcher, after
carrying out this research, the researcher will have deeper and broader understanding the
theory and techniques of teaching vocabulary, especially Mind-mapping technique. Secondly,
to the teachers, the result and findings of this research can support Luong Dac Bang English
teachers to apply this strategy in teaching vocabulary, along with many other methods so that
not only the 12th graders but also the rest students at Luong Dac Bang High School may be
beneficial. Moreover, the teacher can put aside their traditional method in teaching English
language particularly in teaching vocabulary. They can use this new strategy to make the
students more interested in learning process. In addition, teachers may not confuse in choosing
an appropriate technique to teach different kinds of vocabulary. Thirdly, to the students, the
positive result of this research is hoped to help the students enrich their vocabulary. In
addition, learning vocabulary through Mind-mapping technique can make students more
excited; more interested in doing their tasks and retain vocabulary in a long-term. In addition,
they can recall many kinds of vocabulary effectively. Finally, to Luong Dac Bang High
School, school leaders can give the recommendation to the teachers in order to use the
appropriate technique or strategy in teaching and learning vocabulary. Therefore, teachers will
master more teaching skills and will bring benefit to the school.
2.4.1. Results from students’ questionnaires
The analysis of results collected from the questionnaire aimed at answering the first
question of the study: “How is mind-mapping technique used in vocabulary teaching assessed
by the 12th graders at Luong Dac Bang high school?” The questionnaires include 6 statements
which were to investigate the informants’ attitudes towards the researcher’s intervention.
Items 1, 2 and 3 were to investigate the students’ attitudes towards Mind-mapping technique.
Items 4, 5 and 6 aimed at exposing the students’ evaluation on the effectiveness of the Mind-
mapping technique in vocabulary retention. The following table shows the detail assessments
of students toward mind mapping technique.
16
 vocabulary are
creative
Numbers of students Percentage of
4 I find it easy 1 1.11 13 14.44 76 84.44
Average
Questions agreeing and strongly students agreeing and to remember
percentage new words.
agreeing strongly agreeing
5 The activities 2 2.22 76 84.44 12 13.33
1 86 95.56 % help retain
vocabulary
2 88 97.78 % 97.04 %
longer
3 88 97.78 % The activities
help to
activate prior
Table 1: Positive attitudes of the students toward mind-mapping technique 6 1 1.11 32 35.56 57 63.33
knowledge
and link to
new items

(1)
(2) (4) Table 2: The students’ opinions about the teacher’s activities
Strongly (3)
Disagree Agree
NO OPINION disagree Strongly agree It can be clearly seen from the above tables 1 and 2 that there were 90 students who got
Number Number Number Number involved in answering the questions.
(%) (%) (%) (%)
of sts of sts of sts of sts From the data Table 1, the students were firstly asked whether using Mind mapping to
learn vocabulary was interesting or not. With this question, 86 out of 90 students (95.56 %)
It is
agreed or strongly agreed that the techniques applied by the teacher made the lessons
interesting to interesting. The students were then asked about the pleasure that Mind mapping technique
learn English brings about to them. Almost all the students (97.78% equivalent to 88 students) approved
1 vocabulary 0 0 4 4.44 76 84.44 10 11.11 that learning vocabulary with Mind-mapping technique gave them more pleasure than
with what the learning vocabulary with traditional techniques. Only two students (See table 2) disapproved
with this view. With question 3, most of the students reported that the activities with Mind-
teacher’s
mapping technique applied to learn vocabulary are creative. 88 out of 90 students said that by
done. creating branches out from the central idea, they can free their minds to think creatively on
2 The activities 2 2.22 61 67.78 27 30 the vocabulary and knowledge related to the central idea. It means that 97.78 % students
give me more shared this view.
To be in more detail, the results from questions 1, 2, 3 in table 1 and table 2 can be
pleasure.
visualized by the following pie charts with different colours presenting degree of agreeing or
The activities disagreeing. (Figure 12, 13, 14)
3 applied to 2 2.22 71 78.89 17 18.89
learn

17 18
 Table 3: The students’ positive evaluation on the effectiveness of the mind-mapping
technique

Strongly From the table 1 and 3, it is not difficult to realize that questions 4, 5 and 6 are of
Agre importance in discovering the effectiveness of Mind-mapping technique in learning
Disagr
vocabulary.
Strongly
The results of question 4 revealed that all most all the respondents (98.88 %) found it
easy to remember new words. Especially, a large number of students (76 students) totally
agreed with this opinion.
From the data of question 5, it can be concluded that the majority of the students
expressed positive attitude toward the Mind-mapping technique used in vocabulary learning,
Figure 12: It is interesting to learn English vocabulary with mind-mapping technique which helps lengthen the retention of vocabulary learnt. In total, there were again 88 students
(97.78 %) confirmed that the activities with Mind-mapping helps retain vocabulary longer.
In question 6, the students were inquired whether using Mind-mapping technique help
to activate learnt vocabulary / knowledge and help link to new items. Concerning this feature,
more than 98.8 % of the students agreed that they could activate the vocabulary knowledge
Strongly thanks to Mind-mapping technique used in the lessons. Only one of them (1.11 %) did not
Agre
think so.
Disagre
Strongly Also, in question 6, 89 out of 90 students (98.88 %) agreed and strongly agreed that
Mind-mapping helped them connect the prior knowledge with new information, which may
help them transfer what they learnt and apply it to new situations. Actually, when building a
Mind Map with a key word or phrase in the center, it activated learners with previous
Figure 13: Students’ opinions on pleasure when learning with mind-mapping technique knowledge. In this way, the knowledge was revised repeatedly and retention ability would be
better.
For more details, the results from questions 4, 5, and 6 in table 1 and table 3 can be
illustrated by the following pie charts with different colours showing degree of agreeing or
disagreeing. (Figure 15, 16, 17)

Strongly
Agre
Disagre
Figure 14: Students’ opinions on the creativity when learning with mind-mapping Strongly

technique
Numbers of Percentage of
students agreeing students agreeing
Questions Average percentage
and strongly and strongly
Figure 15: Students’ opinions on the statement “I find it easy to remember new words.”
agreeing agreeing
4 89 98.88 %
5 88 97.78 % 98.51 %
6 89 98.88 %

19 20
 Before and after the intervention, all the students were given a pre-test and 2 post-tests.
The aim of post-test 1 is to find out whether there is any difference in result between pre-test
and post-test so that the researcher can draw out the effectiveness of Mind-mapping technique
Strongly in learning vocabulary. The purpose of post-test 2 to test the students’ retention of words
Agre
under the treatment of Mind-mapping technique.
Disagre
Strongly As stated in this part, the students were divided into 5 groups including excellent group
(85 -100), good group (70 -80), average group (50 -65), poor group (30 -45) and very poor
group (0 -25). In Vietnam, mark 5 (equivalent to 50 points in this study) is considered as the
pass mark.
The collected results of the tests were calculated, analyzed and presented in the forms
Figure 16: Students’ opinions on the statement “The activities help retain vocabulary of charts and tables.
longer” NUMBER OF STUDENTS
SCORES
IN PRE-TEST IN POST-TEST 1 IN POST-TEST 2
5 0 0 0
10 0 0 0
15 1 0 0
Strongly 20 6 0 0
25 6 0 1
Agree
30 8 0 1
Disagree 35 8 1 2
40 35 2 3
Strongly 45 10 2 4
Figure 17: Students’ opinions on the statement “The activities help activate prior 50 4 18 14
55 4 10 11
knowledge”
60 3 14 14
The results of the questionnaires have shown that learning vocabulary by using Mind-
65 2 14 15
mapping technique is considered effective. The feedback of students to questionnaire helps
70 1 8 7
uncover the 12th graders’ attitudes toward Mind-mapping technique used in vocabulary
75 1 6 6
teaching. All most all the students have positive assessment about the Mind-mapping 80 1 5 5
techniques. 85 0 5 4
On average, 97.04 % of the students agreed and strongly agreed that Mind mapping 90 0 3 2
techniques give students interest, pleasure and creativity. (Table 1). Moreover, when being 95 0 2 1
asked about the effectiveness of Mind-mapping techniques, 98.51 % of respondents affirmed 100 0 0 0
that Mind-mapping techniques make them easy to remember new words, retain vocabulary TOTAL 90 90 90
longer and activate prior knowledge and link to new ideas. MEAN SCORE
In brief, from the results of data collected from questionnaire, the researcher realizes (AVERAGE 40.11 63.33 59.33
that applying Mind-mapping techniques in her lesson is efficient. SCORE)
2.4.2. Results from students’ tests Table 4: Mean score of tests
Clearly seen from table above, the minimum score of the pre-test is 15, that of post-test
Another important factor for the assessment of the effectiveness of the Mind mapping
1 is 35 and that of post-test 2 is 25 whereas the maximum score of pre-test is 80, and these of
technique is through the tests. The analysis of scores from pre-test, post-test 1and post-test 2
post-test 1 and post-test 2 were both 90. The gap between the minimum score and the
aimed at answering the second question of this study: “What is the effectiveness of Mind-
maximum score of pre-test, post-test 1 and post-test 2 are 60 points, 60 points and 70 points
mapping technique on the 12th graders’ English vocabulary outcome at Luong Dac Bang high
respectively.
school?”

21 22
 The gap between the minimum score and the maximum score of pre-test and posttest 1 When looking at the column chart showing the distribution in results of the post-test 1
was both 60 points. It seems that there is no change in quality of tests between the pre-test and of the post-test 2, it can be seen that the shapes of the two tests look almost alike. In
and post-test 1, but when investigating deeper insight, the real score of students, the researcher general, the change here may be due to the fact that the 3-week period is quite long for some
identified that there is a rather strong improvement in quality of the pretest and post-test 1. students, which makes some students forget some words learnt. The results revealed that the
This is shown clearly in the mean score of the pre-test and post-test 1 (40.11 is the mean score use of Mind-mapping techniques in teaching and learning English vocabulary has positive
of pre-test and that of the posttest 1 is 63.33). It means that students’ mean score increased by effect on students’ vocabulary retention.
23.22 after the treatment. Furthermore, the maximum score of the post-test 1 was higher than The results of tests help evaluate the effectiveness of Mind-mapping technique applied
that of the pre-test (95>80). The minimum score increased by 20 points from 15 points in the to vocabulary teaching. From all the data analyzed in the previous part, the researcher herself
pre-test to 35 points in the post-test 1. has an unbiased judgment on the technique applied in the lessons. In summary, the analysis
More importantly, there is little change in mean score between post-test 1 and post-test and comparison of the results of the three tests shows that the effectiveness of applying Mind-
2 (63.33 points compared to 59.33 points). The deviation of the two post-tests is only 4 points, mapping technique is reliable.
which indicated that there was a significant change in the students’ vocabulary retention after
the treatment. In order to be easy to imagine, the following column chart will visualize the 2.5. SAMPLE LESSONS
average score of the three tests. SAMPLE 1 UNIT 6: FUTURE JOBS
PART A: READING
7 I. Aim: To help students understand the passage about a job interview.
6
II. Objectives
1. Educational aim: By the end of the lesson, students will be able to know some factors that
5
would help them succeed in a job interview
4 Pre- 2. Knowledge:
Post-test
3 - General knowledge: Students know about future jobs - Vocabulary: Words related to jobs
Post-test
2 and job interview.
3. Skills:
1
- Guessing the meaning of some new words in context
0
Pre- Post-test Post-test - Reading for specific information
Figure 18: Mean score of the tests - Applying some micro-skills in reading
In order to have further understanding about the statistics of the three tests, the + Competence: self-study; problem-solving; communication, cooperation, using language.
following column chart (Figure 18) together with table 5 will present the distribution and + Attitude: Raise Ss’ awareness of the preparation for jobs in the future.
comparison of the test results. III. Materials:
- Teacher: Textbook, lesson plan, workbook, hand-outs, pictures, cassette, power point
presentation, etc.
- Students: Textbooks, notebooks, workbooks, etc.
IV. Anticipated problems:
- Students may need help with discussion task, so teacher should be ready to help them.
V. Procedure:

Time Content Teacher’s activities Students’

activities
I. WARM UP
- Divide the class into - Listen to the
Figure 19: Distribution in results of the three tests 5’ teacher doctor 4 groups. teacher
- Explain the rules.
23 24
 engineer - Ask students to stand + keenness (n) ~ eagerness
in 4 lines. - Compete in the -> Using real object
JOBS - Give a key word, ask game
students of each group III. WHILE-READING - Ask students to do - Work
to write down as many Task 1: Task 1 individually. individually
jobs as possible in the These words are from the passage. - Check students’
→ Lead to the new lesson: given time. - Listen to the Look back to the text and circle the answers, ask others to - Students give
- Check students teacher 8’ best meanings A, B, C: comment. their comments.
UNIT 6: FUTURE JOBS result, then announce * Keys: - Feedback comments - Feedback
the winner. 1. B. a job that is available
2. C. a short-written account of
Questions: - Ask students some - Answer the someone’s education and previous
1’ 1.Which job do you like best? questions. questions jobs.
2.Have you ever had a job 3. A. special interest
interview? - Ask students to - Work in groups of 4. B. note down
3.What should you prepare? work in groups of 4 four to tick (✓) the
to tick (✓) the factors factors that they Task 2: Decide whether the following - Give instructions, - Follow teacher’s
that they think would think would help statements are true (T) or false (F): - Ask students read instructions.
Tick (✓) the factors that you think
help them in a job them in a job silently. - Read silently.
would help you in a job interview.
2’ interview. interview. * Keys: - Ask students to do
- wearing casual clothes
- Ask students to give 1. F 2. T 3. F 4. T Task 2 in pairs. - Do task 2 (p.64).
- feeling nervous
reasons for their 5. T 6. F 7. F 8. T - Walk round to
- giving clear, honest answers
choice. control students’
- having a good sense of humour
activity. - Compare the
- feeling self-confident
- Ask students to answers with other
- avoiding difficult questions
compare their answers pairs.
- Present new words. - Listen & write new with other pairs.
II. PRE-READING
words . - Ask students to give - Do as directed.
Vocabulary:
- Follow steps of the way to correct the
+ vacancy ['veikə nsi] (n)
presenting - Do as directed. statements if the
->Vietnamese translation
vocabulary. answer is False.
+ résumé [`rezjumei] (n) ~
5’ - Check students’ - Listen to the
curriculum vitae -> Using real
answers, and teacher.
object
comment.
+ recommendation [, rekə
men'dei∫n] (n) -> Vietnamese
IV. POST- READING - Divide the class into
translation
4 groups.
+ jot down (v phr) ~ note down /
15’ - Hand out colour - Work in groups to
write
pencils, and one sheet create their Mind-
+ stress [stres] (n + v)
of A0 paper. map.
-> Vietnamese translation
- Ask students to free
+ employer [im'plɔ iə] (n)
their mind to create
~ boss >< employee.
mind-map of their
+ enthusiasm [in'θju:ziæzm]
own by using the key
-> Vietnamese translation
word given.
25 26
 (Explain that students PART B: SPEAKING
can use ideas in/ I. Aim: To help students talk about jobs and their choices of jobs in the future.
outside the passage.) II. Objectives
- Walk round the class 1. Educational aim: By the end of the lesson, students will be to give opinions about
to observe the whole choices of jobs
class.
2. Knowledge:
- Ask students to hang - Hang papers with
- General knowledge: Students know about future jobs
papers with Mind- Mind-maps on the
- New words: Words related to future jobs
maps on the board board when the
when the time is over. time is over. 3. Skills: Taking turns, giving opinions
- Check students’ - Listen to the + Competence: self-study; problem-solving; communication, cooperation, using language.
Mind-maps and give teacher’s and their + Attitude: Raise students’ awareness of the preparation for jobs in the future.
comments. friends’ comments. III. Materials:
- Teacher: Textbook, lesson plan, workbook, hand-outs, pictures, cassette, board and chalk,
Attachment 1
- Show teacher’s - Study teacher’s etc.
Mind-map that had Mind-map and - Students: Textbooks, notebooks, workbooks, etc.
been prepared make comparisons. IV. Anticipated problems:
beforehand on the
Students may need help with discussion task, so teacher should be ready to help them.
projector’s screen in
V. Procedure:
order for students to
compare to theirs.
(See Attachment 1) Time Content Teacher’s activities Students’ activities

- Listen to the I.WARM -UP: (Books closed) - Divide the class into 2
- Work in 2 groups.
- Assign homework teacher. Game: What’s my job? groups. Listen to the 8
Sentences teacher read: - Read 8 sentences that sentences read by the
1’ - Take notes. 4’ 1. Take two tablets a day after farmers, doctors, teachersteacher and guess the
- Ask students to use meal. … often say. job.
colour pencils to
2. You will have a test next week. - Tell students to listenAnswers:
design Mind-maps of
3. Here’s your key. Room 246 and guess the job by 1. doctor
their own.
V. HOMEWORK 4.We have to bumper crop this calling out its name. 2. teacher
* Question: year. - The first group to speak 3. (hotel)
Which pieces of advice given in the 5.Please fasten your seatbelt out the name of the job receptionist
passage do you find most useful and before the plan takes off. will get one point. The 4. farmer
least useful? Why?
6. You’ve passed the red light. Can group with more points 5. air- hostess
- Each student draws a Mind-map of
I check your driving license? wins the game. 6.traffic warden/
his / her own.
- Be ready for Unit 6- B. Speaking 7. Our next destination is Phong police
Nha Cave. It’s rather cold inside After the game, announce 7. tour guide
the cave so you should bring the winner 8. waiter
warm clothes.
8. What would you like to order?
SAMPLE 2 UNIT 6: FUTURE JOBS

27 28
 II. NEW LESSON imaginary characters and
UNIT 6: FUTURE JOBS PART events.
8’ B: SPEAKING - Ask students to work in - Work in pairs to match
Task 1: Match a job in A with at pairs to match a job in A a job in A with at least
least two descriptions in B. with at least two two descriptions in B.
Answers: descriptions in B.
1.a doctor: - take care of people’s - Go around the class to
health. offer help if
- help save people’s lives necessary.
2. a farmer: - construct irrigation - Call some Ss to answer - Some students answer
systems in front of the class. in front of the class.
- apply new farming techniques - Give feedback and
3. a tourist - find good and safe correct answers. Task 2: Make a Mind-map using - Divide the class into 4 - Work in groups to
hotels for guide customers. the following key word given. groups create their Mind-map
- take people to places of interest 12’ - Hand out colour pencils,
4. a writer: - create imaginary and one sheet of A0 paper.
characters and events. - Ask students to free their
- tell stories through pictures. mind to create mind-map of
Model: their own by using the key
A: What does a doctor do? - Give the model to ask - Work in pairs to ask word given.
B: A doctor is the one who helps and answer about jobs. and answer about jobs. (Explain that students can
save people’s lives. use ideas in /
/- A doctor is the one who takes - Ask students to work in outside the lesson.)
care of people’s health. pairs to ask and answer - Walk round the class to
Suggested answers: about jobs. control students’ activities.
*- What does a farmer do? - Ask students hang papers - Hang papers with
- A farmer is the one who - Call on some pairs of - Some pairs ask and with Mind-maps on the Mind-maps on the
constructs irrigation systems. / A students to ask and answer answer in front of the board when the time is board when the time
farmer is the one who applies new in front of the class. class. over. is over.
farming techniques.
*- What does a tourist guide do? - Give feedback and - Listen to the teacher - Check students’ Mind- - Listen to the
- A tourist guide is the one who correct answers. maps and give comments. teacher’s comments.
takes people to places of interest. - Show teacher’s Mind-map - Study teacher’s
/ A tourist guide is the one who that had been prepared Mind-map and
find good and safe hotels for beforehand on the make comparisons.
customers. projector’s screen in order
*- What does a writer do? for students to compare to
- A writer is the one who tells theirs.
stories through pictures. / A (See Attachment 2)
writer is the one who creates - Listen to the
teacher.

29 30

Task 3: Discuss which of the jobs
in column A you would/ wouldn’t
8’ like to do. Explain why/ why not.
- Explain the meaning of
some words that students
do not know.
- Ask students to work in
pairs to do task 3
- Tell students to use words
/ ideas in the mind-maps
that have been created.
- Give the model.
The model:
- Work in pairs to do *- What would you like to be in the future? - Go around the class
task 3. - I would like to work as a pilot. to offer help if
- Why? necessary.
- Because working as a pilot would be a - Call on some pairs of - Some pairs
challenging job. I would have a chance to students to act out in act out in
travel around the world and meet many front of the class. front of the
interesting people. class.
*- What wouldn’t you like to be in the future? - Give feedback.
- I wouldn’t like to be an electrician. - Listen to the
- Why? teacher.
- - Because working as an electrician would be a
dangerous job. I may get electric shocked. / I
may be killed by electricity.

Task 4: Talk about the job you dream to do

after you finish school, using the following - Put Ss to work in
cues: groups of 4 or 5 to talk
about the job they - Work in
12’ - Where you will work dream to do after they groups of 4 or
- Who you will work with finish school. 5 to talk about
- The salary you may get paid - Go around the class the job they
- The working condition to offer help if may do after
necessary. they finish
school.

Place - Invite the groups’

where you will ideas.
work
- Comment on what - The leader
People Working students have talked of each group
you work
condition about. presents the
with YOUR
DREAM
group’s ideas.
JOB

- Summarize the main

points.
Salary ………………
……………….
will get
……………
pai .

31 32
 Suggested answer: SAMPLE 3 UNIT 6: HIGHER EDUCATION
I would like to work as a tourist PART C: LISTENING
guide. It would be a challenging and I. Aim: To help Ss know more about jobs, their choices of jobs in the future and help them
fascinating job because I would have understand some of the changes in the US job market.
a chance to travel all over the world II. Objectives
and meet many interesting people. If I -Listen and take 1. Educational aim: Students should know about future jobs and recent changes in job
work for a foreign tourist company, I notes. market.
can get high salary, useful experiences 2. Knowledge:
and improve my English speaking and - General knowledge: Students learn more about jobs - New words: Words related to future
listening skills. Also, I am a sociable jobs and workforce.
3. Skills: - Filling in missing information
and confident person and I can work
- Deciding on True or False statements
hard for a long time so I want to work
+ Competence: self-study; problem-solving; communication, cooperation, using language.
far away from home to know more
+ Attitude: Raise Ss’ awareness of jobs in the future.
about the world around me.
III. Materials:
- Teacher: Textbook, lesson plan, workbook, hand-outs, pictures, cassette, board and chalk,
III. HOMEWORK - Assign homework. - Listen and etc.
1’ - Summary the lesson by a mind-map. “In no more than 100 take notes. - Students: Textbooks, notebooks, workbooks, etc.
- Prepare for the new lesson words, write about the job IV. Anticipated problems:
you would like to work in - Ss may need help with discussion task, so teacher should be ready to help them.
the future you have just V. Procedure:
talked about.” Time Content Teacher’s activities Students’
activities
I. WARM- UP: Fill in the diagram with - Ask students to work - Work in
kinds of suitable jobs given in the box. in groups to fill in the groups to find
diagram with kinds of in the diagram
Washing cars, teaching, taking care suitable jobs given in with kinds of
5’ of sick people, making cake, the box. suitable jobs
producing cars or planes, accounting, given in the
engineering, banking, driving cars, box.
selling, financing, mining, electrical
jobs, chemical jobs

- Go around the class

MANUFACTURING and offers help if
JOBS necessary.

- Call on some students - Some

JOBS to answer in students
front of the class. answer in front
of the class.
SERVICE JOBS

Answers:
Service jobs: washing cars, teaching,
taking care of sick people, accounting, - Give feedback and
correct answers.
33 34
 engineering, banking, driving cars, - Play the CD player the -Listen
selling, financing second time for attentively and
Manufacturing jobs: producing cars or students to fill in the fill in the
planes, making cake, mining, electrical Answers: missing words in the missing words
jobs, chemical jobs 1. manufacturing boxes. in the boxes.
Explaining: - Explain service jobs -Listen 2. service
- Manufacturing jobs are jobs in which and manufacturing carefully. 3. transportation
people make something or produce jobs. 4. finance
things. 5. services - Let students read the
- Service jobs are jobs in which workers statements for about 1 - Read the
provide services or do something. Task 2: Listen again and decide or 2 minutes. statements for
whether the statements are true or false. - Play the CD player about 1 or 2
II. PRE-LISTENING again for students to minutes.
1. Asking and answering the - Have students work - Work in pairs. Answers: listen. - Listen again.
question: in pairs to ask and 1. T - Call on some students
Which is the most popular job in answer the question. 2.T to give the answers. -Some students
10’ Vietnam? - Go around the class to 3.T - Have the others listen to give the
offer help if necessary. 4.F (80 %) and make correction if answers in
- Call some students to - Answer the 5.F (nine out of every ten/ 90% workers necessary. front of the
answer in front of the questions. will work in service jobs) - Give feedback. class.
class. - Listen to the
accountant computer programmer - Comment and teacher and
- Listen to the
feedback. teacher. take notes.
- Ask students to work
IV. POST- LISTENING in 4 groups to - Work in 4
Summarize the passage summarize the passage groups to
using mind-maps. summarize the
lawyer teacher
- Go around the class passage by
and offers help if using mind-
necessary. maps.
nurse
- Call on the leader of
12’ each group to - The leader of
- Help students read - Read new summarize the passage. each group
2. Vocabulary words by word. words after the summarizes the
- To predict [pri'dikt]: dự đoán teacher. - Comment, feedback. passage.
- shift(n) [∫ift]: sự thay đổi (vị trí, hình - Ask students to repeat - Repeat in - Listen to the
dạng, bản chất) in chorus and chorus and
Attachment 3
teacher.
- work force (n) [wə :k fɔ :s]: lực lượng individual and write individual and
lao động them down. write them
- manufacturing (n) sản xuất V. HOMEWORK
down. - Assign homework.
- retail (n) ['ri:teil]: bán lẻ - Draw a mind-map on future jobs by
Listen to the
using ideas in and outside the lesson.
teacher and
- Ask students to read - Prepare the new lesson - Writing
-Read through take notes.
III. WHILE- LISTENING through the the information 2’
Task 1: Listen to the passage and fill in information in the in the boxes.
the missing words in the boxes. boxes.
16’ - Play the CD player
and let students to
listen to the passage.
35 36
3. CONCLUSION AND PETITION Hồ Thị Minh Thái
th
The focus of the research is applying mind-mapping techniques to improve the 12
graders’ English vocabulary at Luong Dac Bang high school.
As stated in this research, the author has been concerned with discovering the
usefulness of using mind-mapping techniques to teach vocabulary to the students of grade 12
at the High School where the author works. During the time when the research was carried
out, the researcher tried to search for the answers for the two research questions by analyzing
evidences gathered from questionnaires, pre-test, post-tests, and interviews.
Based on the data analysis results of using mind-mapping techniques to improve the
th
12 graders’ English vocabulary, it was proved that the researcher was going in the right
direction in order to meet the study’s objectives. Therefore, this study brings about practical
implications for not only the teachers of English and students at Luong Dac Bang High School
but also other researchers as follows:
Firstly, to teachers of English at Luong Dac Bang High School:
Teachers have a crucial influence on the success of the students’ learning. Teachers of
English group can apply mind-mapping techniques in teaching skills, especially teaching
vocabulary. In the classroom, the teachers need to design more activities using mind mapping
technique to motivate the students. Additionally, the teachers should be more creative in
teaching English especially teaching vocabulary with mind-mapping techniques.
Next, to students at Luong Dac Bang High School:
Students should develop their awareness in learning English, specially learning
vocabulary because English is a compulsory subject in GCSE examination. They should be
more active, creative during the lessons. They should apply mind-mapping techniques not
only in vocabulary learning, but also in acquiring other skills of English. On the other hand,
they can use mind-mapping techniques in studying other subjects.
Lastly, to the future researchers:
Hopefully, the future researchers concerning the same problems can take several
advantages from this research. Based on the description above, the writer would like to
suggest that the result of this action research should be used as additional reference for their
research. It is certain that the study is also a reference for those who want to research on
vocabulary using Mind Mapping in teaching a language.
Hoằng Hoá, ngày …… tháng 05 năm 2022
Người viết
37 38
 REFERENCES APPENDIX 1
Foreign Authors THE STUDENTS’ OPINIONS ABOUT THE TEACHER’S ACTIVITIES
This survey questionnaire consists of 6 questions concerning your opinions about learning
1.Bielska, J. (2011). Action Research in Teacher Development: An Overview of Research vocabulary and your feedbacks on the teacher’s activities. Your assistance in completing the
Methodology. Wydawnictwo Uniwersytetu Slaskiego. following items is highly appreciated. Data collected will remain confidential and be used for the
study purpose only.
2. Brown, D. J. (2005). Testing in Language Programs. New York Mc: Graw-Hill. Thank you very much for your cooperation!
3. Buzan, T. (1993). The Mind Mapping Book. London: BBC Books. (Please put a tick () in the appropriate column) (1) Strongly Disagree (2) Disagree
(3) Agree (4) Strongly Agree
4. Buzan, T. (2010). The Mind Map Book: Unlock Your Creativity, Boost Your Memory,
(1) (4)
Change Your Life. 1sted, BBC Worldwide. England. (3)
NO OPINION Strongly (2) Disagree Strongly
Agree
5. Casco. M. (2009). The Use of “Mind Maps” in the Teaching of Foreign Languages. Disagree Agree
1 It is interesting to learn
Retrieved from http://www.madycasco.com.ar/articles/ mindmaps. PDF. English vocabulary with
6. Hofland, C. (2007). Mind Mapping in the EFL Classroom. Graduation Paper, Fontys what the teacher’s done.
2 The activities give me
Teacher Training College. more pleasure.
7. Harmer, J. (1998). How to Teach English. Pearson Education limited. Edinburgh gate, 3 The activities applied to
learn vocabulary are
Harlow, Essex CM20 2JE, England.
creative
8. Hopkins, D. (2008). A Teacher’s Guide to Classroom Research. Philadelphia: Open 4 I find it easy to remember
University Press. new words.
9. Kurniawati, I. (2011). Improving Students’ Vocabulary Mastery Through Mind Mapping 5 The activities help retain
vocabulary longer
Strategy. English Department of Education, Faculty State Islamic Studies Institute (Stain) 6 The activities help to
Salatiga. activate prior knowledge
and link to new items
10. Moi, W. G. & Lian, O. L. (2007). Introducing Mind Mapping in comprehension.
Singapore: Educational research association. APPENDIX 2
SEMI-STRUCTURED INTERVIEW QUESTIONS
Vietnamese Authors
I am Ho Thi Minh Thai, a teacher of English at Luong Dac Bang High School. I am
1. Đỗ Thị Lan Anh (2010). Using Movies and Videos to Teach English Vocabulary to the Tenth conducting my study of using mind-mapping technique to improve the students’ vocabulary.
Form Students. Unpublished MA Thesis, CFL-VNU. Thank you very much for participating in my research. After the lesson with the use of mind-
maps, I would like to know your opinions towards the lesson.
2. Nguyễn Thị Kim Chi (2010). Techniques in Teaching Vocabulary to Young Learners at ILA Once again, thank you for your kind cooperation!
School. Unpublished MA Thesis. CFL-VNU. This interview is conducted to find out the opinions of 15 students from the Experimental
Group towards the using of mind-maps and diagrams to teach vocabulary. The interview is right
3.Ngô Xuân Minh (2009). Vocabulary Level and Vocabulary Learning Strategies of First Year after their lesson with mind-maps to have the most vivid reflection on the technique applied. The
ULIS English Majors. Unpublished MA Thesis, VNU. questions are designed in the hope of finding out the students’ opinions about learning vocabulary,
their feedbacks on the use of Mind Maps in teaching vocabulary, and the difficulties that they have
faced when learning vocabulary with Mind Maps.

QUESTIONS
1. How do you find the teacher’s activities?
2. What effects do the teacher’s activities have on your vocabulary learning in the lessons?
3. What are possible difficulties in learning vocabulary with what the teacher’s done?

I
4. Do you desire to continue learning vocabulary with the teacher’s techniques? 4 89 98.88 %
5 88 97.78 % 98.51 %
APPENDIX 3 6 89 98.88 %
THE STUDENTS’ OPINIONS ABOUT THE TEACHER’S ACTIVITIES
(The number and the percentage of students)
(Please put a tick () in the appropriate column) (5) Strongly Disagree (6) Agree
(7) Disagree (8) Strongly Agree
(1) (2) (3) (4)
NO OPINION Number Number Number Number
(%) (%) (%) (%)
of sts of sts of sts of sts
It is interesting to
learn English
1 vocabulary with 0 0 4 4.44 76 84.44 10 11.11
what the
teacher’s done.
The activities
2 give me more 2 2.22 61 67.78 27 30
pleasure.
The activities
applied to learn
3 2 2.22 71 78.89 17 18.89
vocabulary are
creative
I find it easy to
4 remember new 1 1.11 13 14.44 76 84.44
words.
The activities
help retain
5 2 2.22 76 84.44 12 13.33
vocabulary
longer
The activities
help to activate
6 prior knowledge 1 1.11 32 35.56 57 63.33
and link to new
items
APPENDIX 4
Positive attitude of students toward Mind Mapping technique
Numbers of students Percentage of students
Questions agreeing and strongly agreeing and strongly Average percentage
agreeing agreeing
1 86 95.56 %
2 88 97.78 % 97.04 %
3 88 97.78 %
APPENDIX 5
The students’ positive evaluation on the effectiveness of the MM technique
Numbers of students Percentage of students
Questions agreeing and strongly agreeing and strongly Average percentage
agreeing agreeing
II III
 APPENDIX 6 A. anger B. thrill C. amazement D. interest
PRE-TEST 13.The ______ this position starts at $ 3000,000 per year
Time Allowance: 15 minutes A. salary B. payment C. wage D. tip
Full name: …………………….. 14.I am so _______ that I cannot say anything, but keep silent.
Class: …………………………. A. nerve B. nervous C. nervously D. nervousness
I. Look at the picture and match each picture with a suitable given job. 15.People under a lot of ______ may experience headaches, minor pains, and sleeping
difficulties.
A. interest B. satisfactory C. stress D. responsibility
16. Being well-dress and punctual can help you create a good _______ on your interviewer.
A. impression B. pressure C. employment D. effectiveness
17. As you are sixty-three years old, you are ______ for this job.
A. improper B. inconvenient C. disagreeable D. unsuitable
1 2 3
III. Find and correct the underlined part that needs correction in each of the following
questions.
18. If you are offered the position, congratulations! If you do not get the job, try not to be
A B C
too disappointing.
4 5 D
19. You should concentrate in what the interviewer is saying and make a real effort to answer
A B C
A. Lawyer B. Dentist C. Lecturer D. Tour guide E. policeman the all questions the interviewer asks.
What job is each person in the picture? D
1. ________ 2. ________ 3. _________ 4. _________ 5. _________ 20. The most important change in the American workforce has been the shift from
A B
II. Choose one best answer to complete the sentences manufactured jobs to service jobs.
6. You shouldn't wear casual clothes to an interview. The word casual is closest in meaning to C D
A. formal B. informal C. elegant D. untidy
7. Not all teenagers are well _______ for their future job when they are at high school.
A. interested B. satisfied C. concerned D. prepared
8. Some days of rest may help to _______ the pressure of work.
A. reduce B. lower C. chop D. crease
9. His work involves helping students to find temporary _______ during their summer vacation.
A. decision B. employment C. choice D. selection
10. It is _______ to fail a job interview, but try again.
A. disappoint B. disappointing C. disappointedly D. disappointment
11. Many children are under such a high _______ of learning that they do not feel happy at
school.
A. recommendation B. interview C. pressure D. concentration
12.You should ask the interviewer some questions about the job to show your _______ and
keenness.
 12. She often reads newspapers and look through the Situations _______ columns every day,
APPENDIX 7 but up to now she has not found any job yet.
POST-TEST 1 A. Article B. Space C. Vacant D. Spot
Time Allowance: 15 minutes 13. They are ______ aware that this will be their last chance to succeed.
Full name: …………………….... A. keen B. keenly C. keener D. keenness
Class: ………………………….... 14. If you do not know something about the more technical aspects of the job, admit it and
I. Look at the picture and complete the missing words; the first letter has been given as a ______ that you are willing to learn.
cue. A. stress B. demand C. agree D. emphasis
15.It ______ a bad impression if you’re late for an interview.
A. takes B. makes C. has D. create
16. You should concentrate on what the interviewer is saying and make a real effort to answer
all the questions.
3 A. look at B. listen to C. try your best D. focus your attention on
1 2
17. Look at the American _____ and see how it is changing. The most important change has
been the shift from manufacturing jobs to service jobs.
A. workforce B. workplace C. worker D. work

III. Find and correct the underlined part that needs correction in each of the following
questions.
18.If you are offered the position, congratulations! If you do not get the work, try
A B C
4 5 not to be too disappointed.
D
1. F _ _ _ _ _ 2. P_ _ _ __ 3. W_ _ __ _ _ 4. E_ _ _ _ _ _ _ 5. D_ _ _ _ __ 19.You should concentrate on what the interviewer is saying and make a real effort
A B C
II. Choose one best answer to complete the sentences. to answer all the questions the interview asks.
6. When you come to the interview, do not forget to bring letters of from your teachers D
or your previous employers. 20.The most important change in the American workforce has been the shift from
A. recommend B. recommendable C. recommendation D. recommendatory A B
7. You should show the ______ that you are really keen on the job you have applied. manufacturing jobs to service works.
A. interviewee B. interview C. interviewer D. interviewing C D
8. In this business, the risks and the ______ are high.
A. award B. rewards C. rewarding D. rewarded
9. He filled in the necessary forms and ______ for the position of an accountant of that company.
A. appealed B. applied C. requested D. asked
10. The main attraction of the job was that it offered the ______ to do research.
A. possibility B. proposal C. prospect D. opportunity
11. The interviewer looked at her ______, asked her a few questions, and then offered her the
job.
A. résumé B. reference C. recommendation D. photograph
 9. Before _______ for a position, check whether you can fulfill all the requirements from the
employer.
A. deciding B. applying C. requiring D. demanding
10. The exhibition is a unique ______ to see her later work.
APPENDIX 9 A. opportunity B. proposal C. prospect D. possibility
POST-TEST 2 11.Before the interview, you have to send a letter of application and your résumé to the
Time Allowance: 15 minutes company. The word résumé is closest in meaning to ______.
Full name: ……………………... A. recommendation B. reference C. curriculum vitae D. photograph
Class: …………………………... 12. A / An ______ is a job that no one is doing and is therefore available for someone new to
I. Use these pictures as suggestions and complete the missing word(s) in each definition. do.
A. vacancy B. offer C. space D. situation
13. The interviewer gave his consent to John's _______ for work and promised to give him a
job.
A. keen B. keenly C. keener D. keenness
14. Her job was so _______ that she decided to quit it.
A. interesting B. satisfactory C. stressful D. wonderful
15. Below are some pieces of advice that can help you reduce the feeling of pressure and
______ a good impression on your interviewer.
A. take B. makes C. have D. create
16.You should concentrate on what the interviewer is saying and make a real effort to answer
all the questions.
A. focus your attention on B. listen to C. try your best D. look at
17. Much of the ______ in the banking sector is affected by the new legislation.
1. She works in the field or on a farm and applies new farming techniques. She is a / an ______. A. works B. workforce C. worker D. workplace
2. His responsibility is to help save people’s lives. He is a / an ______. III. Find and correct the underlined part that needs correction in each of the following
3. This is the person who installs and maintains electrical equipment. He is a / an ______. questions.
4. A / An ______ is a person who is trained to fly a plane or operates the flying controls of an 18. If you are offered the vacancy, congratulations! If you do not get the job, try not to
aircraft. A B C
5. A / An ______ is a man who works in a restaurant, serving people with food and drink be too disappointed.
II. Choose one best answer to complete the sentences. D
6. When coming to the interview, you should remember to bring letters of recommendation from 19. You should concentrate on what the interviewer is saying and take a real effort to
your teachers or your previous bosses. The word recommendation is closest in meaning to A B C
______. answer all the questions the interviewer asks.
A. advice B. reference C. introduction D. suggestion D
7. If you are _______ for a particular job, someone asks you questions about yourself to find out 20. The most important change in the American job force has been the shift from
whether you suitable for it or not. A B
A. paid B. chosen C. interviewed D. recommended manufacturing jobs to service jobs.
8. The company ______ him for his years of service with a grand farewell party and several C D
presents.
A. rewarded B. reward C. award D. recommend
 Average
13 14.44 56 62.22 54 60
(50 – 65 points)
Poor (30 – 45 points)
61 67.78 5 5.56 11 12.22
Very poor 13 14.44 0 0 0 0
(0 – 25 points)
APPENDIX 10
MEAN SCORE OF TESTS
NUMBER OF STUDENTS
SCORES
IN PRE-TEST IN POST-TEST 1 IN POST-TEST 2

5 0 0 0
10 0 0 0
15 1 0 0
20 6 0 0
25 6 0 1
30 8 0 1
35 8 1 2
40 35 2 3
45 10 2 4
50 4 18 14
55 4 10 11
60 3 14 14
65 2 14 15
70 1 8 7
75 1 6 6
80 1 5 5
85 0 5 4
90 0 3 2
95 0 2 1
100 0 0 0
TOTAL 90 90 90
MEAN SCORE
40.11 63.33 59.33
(AVERAGE SCORE)

APPENDIX 11
RANGES OF SCORES

PRE-TEST POST-TEST 1 POST-TEST 2

CATEGOGY Number of Number of Number of
% % %
students students students
Excellent (85 – 100
0 10 11.11 7 7.78
points)
Good
3 3.33 19 21.11 18 20
(70 – 80 points)
 ATTACHMENT 1: JOB INTERVIEW
APPENDIX 12
KEY TO THE TESTS
PRE-TEST POST-TEST 1 POST-TEST 2
QUESTION ANSWER QUESTION ANSWER QUESTION ANSWER
1 C 1 Farmer 1 Farmer
2 A 2 Pilot 2 Doctor
3 C 3 Waiter 3 Electrician
4 B 4 Electrician 4 Pilot
5 D 5 Dentist 5 Waiter
6 B 6 C 6 C
7 D 7 C 7 C
8 A 8 B 8 A
9 B 9 B 9 B
10 B 10 D 10 A
11 C 11 A 11 C
12 A 12 C 12 A
13 B 13 B 13 D
14 C 14 A 14 C
15 C 15 B 15 D
16 A 16 C 16 A
17 D 17 A 17 B
18 D 18 C 18 A
19 A 19 D 19 C
20 C 20 D 20 B
 ATTACHMENT 3
ATTACHMENT 2