Full name: Nguyen Tuan Minh (Ca1 - ST5)

Date of birth: 21/03/2003

Group: 7
MID-TERM TEST
Scientific Research Methodology
DEFINE YOUR RESEARCH TITLE
WRITE RESEARCH AIM, OBJECTIVES, QUESTIONS, LITERATURE
REVIEW AND REFERENCES FOR YOUR RESEARCH PAPER (from 1500
to 2000 words)
1. Research title
Mind-mapping techniques to enhance writing skills for second-year FOE-
HOU students.
2. Research Aim
This study aims to find out appropriate base mind mapping techniques for
second-year students at FOE-HOU to develop and enhance their writing
skills.
3. Research Objectives
To obtain this particular aim, we highlighted the objectives of the study
below:
- To review mind-mapping techniques used by second-year FOE-HOU
students.
- To identify problems encountered by second-year students while
using mind-mapping techniques.
- To recommend an appropriate base mind-mapping technique with an
application procedure to enhance the second-year FOE-HOU
students’ writing ability.
4. Research questions
To make the aim more easily achievable as well as to limit the research, the
following questions are created and will be answered afterward.
- What are some of the second-year FOE-HOU students’ mind-
mapping techniques?
- What are the difficulties faced by second-year FOE-HOU students
while using mind-mapping techniques?

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 - What is an appropriate base mind-mapping technique that can be used
by every second-year FOE-HOU student?
5. Literature review
The literature review is organized into two parts: an overview of previous
studies and a theoretical framework. The first part summarizes the previous
studies about mind map techniques. The second part aims to review the
literature on definitions of mind mapping, mind maps, and parts of mind
maps, and the enhancement of mind mapping in students’ writing skills,
which are all related to the study.
5.1 Overview of previous studies
In the previous studies regarding mind mapping techniques, many
researchers have shown their points of view and the results.

From the research of Fitrianti (2018), the students’ writing ability improved,
especially in the aspects of content and organization of the text, after being
introduced to mind mapping techniques. These results were supported by the
score of the two tests carried out with the post-test score (78.34), which was
6.71 higher than that of the pre-test (71.63).

Waloyo (2017) and Khoiriyah (2014) both used qualitative research design
in their relatively identical researches to investigate the phenomenon of mind
mapping in teaching and learning writing. The writers did some activities
like collecting information from the field, classifying the information into
categories, formatting, and taking examples. In order to analyze the teacher’s
and the students’ perceptions of mind mapping, they used the data from the
interviews. They concluded in the two pieces of research that mind mapping
has good influences on the students' writing skills. It equips the students with
clear guidelines to write because it allows students to think freely and
creatively.

Researcher Erdiana (2016) carried out a classroom action research that has a
closer look at the improvement of students' writing skills compared to other
researches. The study was conducted at LP3I College Banda Aceh located at
Sulthan Hotel Street No. 36-38 Peunayong, Banda Aceh since this is where

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she works. In this research, the researcher chose Secretary students in the
2014/ 2015 academic year as the subject of her research since she taught
there. The students were asked to write an inquiry letter and another letter to
reply to the first one, and the two sessions were divided into 2 cycles. The
first letter was written by students before they were introduced to mind-
mapping techniques and the second one after they had had an understanding
of the skills. Afterward, an analytical scoring rubric and descriptive
qualitative procedures were used for the analysis of the results from the two
letters. The findings of the study proved that the application of the mind-
mapping techniques in writing business letters was effective as the students’
results of writing from cycle one had improved in cycle two and the students’
understanding of the writing concept improved as well. The results from
students’ writing tests showed that 78% of students (above the determined
criteria of success) improved their writing ability. It means that the
application of the mind-mapping technique has had a significant impact on
the improvement of students’ writing ability to write business letters.

5.2 Theoretical framework

5.2.1. Definition of mind mapping and mind maps
Mind mapping is a creative note-taking method that eases us to remember
much information (DePorter, et al, 1999).

According to Buzan (as cited in Roebuck, 2012), the mind map is superior
compared to other note-taking methods since it does not lead to a "semi-
hypnotic trance" state like the other note forms. Buzan also claims that the
mind map can help the brain think more rationally since it uses the full range
of left and right human cortical skills. Mind maps provide an effective study
technique when applied to written material (Roebuck, 2012).

McGriff (2007) claims that: “Mind maps are 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 maps go under a variety of names. They are known as

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concept maps, semantic mapping, knowledge mapping, think links, graphic
organizers, or cognitive maps (Svantesson, 1989).

According to Buzan (1993), mind mapping is a powerful graphic technique

that provides a universal key to unlocking the brain's potential. The mind
mapping technique imitates the thinking process, namely enabling us to
move from one topic to another topic back and forth. Recording the
information through symbols, pictures, emotional meaning, and colors, it
does exactly the same as our brains process it. The best mind mapping is
colorful and uses many pictures and symbols; usually like art.

5.2.2. Parts of the mind map

According to Windura (2008): "There are some parts of mind mapping,
namely; (1) central image, (2) keyword, (3) basic ordering ideas, (4)
branches, (5) color, and (6) picture."

1) Central Image
A central image describes the main idea of a mind map and is often put in the
center of the paper. It is to activate the students' right brain, strengthen the
students' memory, and make the learning activity enjoyable.

2) Key Word
A keyword is a word that relates to a series of events or knowledge. Students
can choose a word from their own language or from other languages that can
remind them of the knowledge they want to keep in mind. It should be a
strong noun or verb to help with the recall of the memory.

3) Basic Ordering Ideas

Basic ordering ideas are the branches that gather and organize the
information, and they are connected to the central topic that is derived from
the center. Creating basic ordering ideas requires much creativity to
encourage students to understand the topic. They can be seen as headings for
the topic.

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4) Branches
The branches should be curvy and in the same length as the words or pictures
above them. These branches can be seen as subheadings. There are thinner
branches that contain details.

5) Color
Color is a very good memory sign and it involves the right brain in learning
for long-term memory. Colors encourage creativity and help in
memorization. Adding plenty of colors via branches, map backgrounds and
images will add life to your mind map. It makes it easier to comprehend and
remember.

6) Picture
In mind mapping, pictures can change or strengthen a keyword that has been
written before.

5.2.3. Mind mapping for enhancing students’ writing skills

Writing is one of the most important skills in the teaching and studying of
English as a foreign language. It is essentially a way of expressing one's
thoughts and good writing only comes from good preparation and thinking.
Prior to writing, students should be given the chance to brainstorm the topic
in the form of questions. For one, it stimulates thinking, compels students to
concentrate and organize their ideas, and cultivates their abilities to
summarize, analyze, and criticize. On the other hand, it reinforces learning,
thinking, and reflecting on the English language (Harmer, 2001).

Nevertheless, students find composing in English difficult because the

writing process demands that they utilize many cognitive and linguistic
strategies of which they are uncertain (Peregoy & Boyle, 2005). Mind
mapping techniques can solve this problem by helping students organize and
memorize information effectively with the use of keywords and drawings.
Mind maps can be used across the curriculum for writing tasks, note-taking,
and problem-solving. This technique of drawing images and using keywords

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 helps students remember things more easily because an image is very
memorable (Maccagnano, 2007).

6. References
Buzan, T. (with Buzan, B.) (1993). The mind map book: How to use radiant
thinking to maximize your brain’s untapped potential. London: Penguin
Group.
Byrd D (2011). Putting the Writing Process into Action in the L2 classroom:
Prewriting Techniques that work. The Journal of Language Teaching
and Learning.
DePorter, B., Reardon,M., and Nourie S.( 1999). Quantum Teaching:
Orchestrating Students’ Success. Boston. A Pearson Education
Company.
Erdiana, N. (2016, November). Improving students’ writing skill through mind
mapping. In Proceedings of English Education International
Conference (Vol. 1, No. 2, pp. 245-250).
Fageeh, A.I. (2011). EFL learners’ use of blogging for developing writing skills
and enhancing attitudes towards English learning: An exploratory study.
Journal of Language and Literature, 2(1).
Fitrianti, A. L. (2016). Improving Students’ Writing Skills through Mind
Mapping in Grade VIII at SMPN 1 Imogiri in the Academic Year of
2014/2015. English Language Teaching Journal, 5(2).
Harmer. (2001). The Practice of English Language Teaching.3rd ed. Edinburgh
Harlow: Longman.
Harmer, J. (2002). The Practice English Language Teaching. New York:
Edinburg Gate.
Heaton, JB. (1998). Writing English Language Test. New York: Edinburg Gate
Khoiriyah, K. (2014). Increasing the Students’ Writing Skill through Mind
Mapping Technique. Nusantara of Research: Jurnal Hasil-Hasil
Penelitian Universitas Nusantara PGRI Kediri, 1(2).
Maccagnano,A.(2007). Identifying and Enhancing the Strengths of Gifted
Learners. California: Corwin Press.
McGriff, S. (2007). Instructional systems program. Pennsylvania State
University, Vol. 62 No. 2, pp. 8-25.
Peregoy, S. F., & Boyle, O. F. (2005). Reading, writing and learning in ESL
(4th ed.). Boston: Pearson Education Inc.
Roebuck,K.(2012). Idea Management: High-impact Strategies -What you need
to know. New York: Emereo Publishing.
Svantesson, I. (1989). Mind Mapping & Memory: Powerful Techniques to Help
you Make Better Use of Your Brain. Kogan Page, London.
Waloyo, E. (2017). The implementation of mind mapping technique in teaching
writing: A case study at MAN 13 Jakarta. ELT Echo: The Journal of
English Language Teaching in Foreign Language Context, 2(1), 72-83.

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Windura, S. (2008). Mind Map : Langkah Demi Langkah. Jakarta: PT. Elex
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