Mind mapping applications in pre–writing stage to enhance students’ writings unity and coherence at chan mong high school

INTRODUCTION

Rationale of the study

English is the first language for nearly 400 million people and the second language for 1.6 billion Due to its widespread use, the education system in Vietnam prioritizes English language instruction across all levels, from primary schools to universities Numerous programs and methods have been implemented to enhance the English proficiency of Vietnamese students.

In the context of globalization, English has become a mandatory subject in state school curricula, reflecting the increasing demand for effective communication skills, particularly in writing Writing is essential for daily interactions and the educational process; however, it has often been overlooked as a second language skill, consistently ranking low in importance.

Writing skill is a crucial aspect of language proficiency that plays a significant role in human communication It allows individuals to articulate their thoughts and ideas effectively to achieve specific goals Despite its importance, writing is often regarded as the most challenging language skill to master, primarily due to the need for proper grammar and spelling Unfortunately, writing instruction frequently receives insufficient attention in educational settings, particularly in elementary schools, where it is essential to teach this skill correctly This oversight hinders students' ability to express their ideas, feelings, and experiences through writing.

Writing learning aims to create the students with adequate writing skill

The objective of research was basically affected by many factors such as learning method, teachers’ teaching ability, student condition, learning circumstance, learning material, learning motivation, learning interest, and

Hung Vuong University - Foreign Language Department

Effective communication plays a crucial role in the learning process, significantly influencing students' success and outcomes In this context, teachers can excel as communication experts within the classroom, enhancing the overall educational experience Utilizing K12 English learning media and aids can further support this effective communication, fostering better engagement and understanding among students.

Innovative approaches to teaching English integrate the four essential skills—speaking, reading, listening, and writing—into a single unit, utilizing a structured three-stage process: Pre-While-Post teaching This method significantly enhances students' abilities while also addressing grammar exercises necessary for exam success The pre-writing stage is particularly crucial, as it lays the groundwork for effective writing tasks and positively impacts students' overall writing performance Engaging in pre-writing activities helps overcome creative blocks and boosts students' interest in writing Without adequate preparation, students struggle to produce written content, often leaving their notebooks blank.

Paragraph unity is essential for effective writing, as it ensures that all ideas within a paragraph are focused and connected Many students struggle with organizing their thoughts and linking sentences, often resulting in unclear or confusing writing Common issues include discussing multiple topics in one paragraph and misusing pronouns or transition signals, leading to a lack of clarity for readers This confusion arises when supporting details fail to align with the main topic due to inappropriate word choices Additionally, coherence is crucial; it requires that ideas flow logically from one sentence to the next Therefore, a well-developed paragraph must possess both unity and coherence to be considered a complete composition In this lesson, you will explore the importance of paragraph unity and coherence.

Graduation Paper 3 Nguyễn Tô Giang - K12 English

Mind mapping is an effective and creative technique for organizing thoughts and ideas, making it easier to develop and retrieve information from the mind Unlike traditional note-taking methods that follow a linear structure, mind maps facilitate connections between concepts, enhancing the pre-writing process for learners By using hierarchical patterns and examples, students can retain their ideas until their essays are complete This technique allows for the exploration of topics and the generation of thoughts without the constraints of rigid outlines Mind maps can incorporate images, symbols, keywords, and colors, appealing to various learning styles, including spatial and visual intelligences Ultimately, the nonlinear structure of mind maps enables students to personalize their learning experience, resulting in a more coherent understanding of the subject matter.

Students, especially those at Chan Mong High School, often struggle with achieving unity and coherence in their writing This challenge has motivated me to choose the thesis title: “Mind Mapping Applications in the Pre-Writing Stage to Enhance Students’ Writing Unity and Coherence at Chan Mong High School.”

Research Purpose and Aims

The aims of study consist of:

- Exploring the current situation of pre-writing stage in writing lesson for grade 10 students at Chan Mong high school

- Designing and applying activities with mind-mapping techniques in pre- writing stage for grade 10 students at Chan Mong high school

- Assessing the effectiveness of mind map techniques in pre-writing stage to create unity and coherence for grade 10 students at Chan Mong high school.

Research Questions

There are three research questions, based on the focused objectives of the study accordingly They are:

1 What are the different techniques used by the teachers of Chan Mong high school in pre-writing stage?

2 How should mind mapping be applied effectively in pre-writing stage to enhance student writings' unity and coherence?

3 Is there any relationship between mind-mapping in pre-writing stage and the unity and coherence of student's writings?

Significance of the study

Conducting this study firstly helps the researcher obtaining a comprehensive understanding about using Mind Map in studying and teaching in general and in a pre-writing stage in particular

This research aims to implement mind mapping techniques during the pre-writing stages for 10th-grade students at Chan Mong High School in Phu Tho province Additionally, it seeks to assist English teachers in utilizing mind maps more effectively in their writing lessons, ultimately making these lessons more engaging and meaningful By doing so, the study hopes to enhance students' writing skills, promoting greater unity and coherence in their written work.

Related Studies

In this part, previous researches about using mind map in pre-writing stage to create unity and coherence in writing lesson in Vietnam and overseas will be presented

In the study "Enhancing Freshman Students’ Writing Skills with Mind Mapping Software" by Al Jarf (2009), a significant difference was observed between students who utilized Mind Mapping software and those who did not The research highlighted that Mind Mapping aids students in brainstorming, generating new ideas, and establishing connections among concepts, addressing challenges in English as a Foreign Language (EFL) writing Freshman students were divided into experimental and control groups, with post-test results indicating that the experimental group exhibited greater improvements in their writing Their paragraphs contained more relevant details and showcased better organization and coherence compared to those of the control group Additionally, many students in the experimental group manually created mind maps to visualize and structure their ideas effectively.

In her 2011 study, "The Use of Mind Mapping to Develop Writing Skills in UAE Schools," Al Naqbi conducted a survey to assess the effectiveness of mind mapping during the pre-writing brainstorming phase under exam conditions Rather than focusing solely on improving student scores, her goal was to enhance students' ability to plan and organize their writing ideas She observed that students' performance varied due to time constraints during writing tests, leading her to believe that mind mapping could help alleviate writing difficulties The research revealed that mind mapping significantly improved students' thinking and cognitive skills, enabling them to organize their ideas more effectively and activate their background knowledge This demonstrated the powerful impact of mind mapping in the pre-writing stage, highlighting its value for teaching EFL students.

Riswanto and Putra (2012) in “The use of mind mapping strategy in the teaching of writing at SMAN 3 Bengkulu, Indonesia” conducted research in

A study conducted in Bengkulu, Indonesia, examined the effectiveness of the mind mapping strategy in enhancing writing skills among first-year students at SMAN3 during the 2011/2012 academic year Researchers utilized a pretest-posttest design with a sample of 66 students divided into two groups Writing tests were administered to gather data, and statistical analysis was performed using t-tests The findings revealed a significant improvement in the writing performance of students who were taught using mind mapping techniques This study demonstrates that implementing mind mapping can effectively boost students' writing achievements.

The writer also did try to review on the literature of the research problem from the resources in the university library

In her 2011 study, Dang Thanh Diem investigated the effectiveness of using mind maps and diagrams for teaching vocabulary to first-year students in the Faculty of English Language Teacher Education The research began with a literature review on vocabulary teaching methods and the specific applications of mind maps and diagrams To assess the current situation, paper-based questionnaires were distributed to students Following this, a true-experimental method was employed for data collection to achieve the study's objectives The findings revealed that mind maps and diagrams are effective tools for vocabulary instruction in Division I, leading to the recommendation that these techniques should be more widely utilized in teaching vocabulary to first-year students.

Do Thi Van Trang (2016) conducted research on "Using Mind Maps to Improve Vocabulary Knowledge for First-Year English Language Teaching Education Students at HPU2," aiming to explore common vocabulary learning methods and associated challenges The study involved a survey of 48 K41 English Language Teaching Education students to assess their current vocabulary learning strategies A pre-test and post-test were administered over five weeks during the second semester of the 2015-2016 academic year to evaluate vocabulary acquisition before and after implementing the Mind Map technique Additionally, classroom observations were conducted to gauge student reception of the technique The findings revealed students' difficulties in vocabulary learning and highlighted the positive response to the Mind Map approach.

Nguyen Thi Thu Huong (2013) conducted research on enhancing presentation efficiency through mind mapping for K8 major English students at Hung Vuong University The study aimed to evaluate the effectiveness of mind mapping in presentations by utilizing pretests and posttests to assess students' performance The findings revealed a significant reduction in the number of students scoring low, alongside notable improvements in posttest scores, indicating the successful impact of mind mapping on student presentations.

These above researches study about using mind map in teaching such as: using mind-map in teaching writing skill written by Jarf (2009), Al Naqbi’s

Research by Nguyen Thi Thu Huong (2013), Dang Thanh Diem (2011), and Do Thi Van Trang (2016) highlights the effectiveness of mind maps in enhancing presentation efficiency and vocabulary teaching These studies demonstrate that incorporating mind maps can significantly improve students' skills, providing valuable insights into their educational benefits.

Graduation Paper 8 by Nguyễn Tô Giang focuses on K12 English writing, presentation, and vocabulary learning The study explores the effectiveness of using mind maps in teaching and enhancing these skills Researchers discovered innovative methods that are beneficial for teaching English in high schools.

Despite the absence of research on the use of mind mapping in the pre-writing stage to foster unity and coherence among grade 10 students, this study represents a pioneering effort at Hung Vuong University It focuses on the application of mind mapping techniques in writing lessons for 10th graders at Chan Mong High School in Phu Tho Province The aim is to explore how this method can enhance the effectiveness and engagement of writing lessons for both teachers and students.

Outline of the research

The study consists of three main parts:

Part I – “Introduction” covers academic routines required for graduation paper, namely rationale for the study, aims of the study, research questions, scope of the study, research methods, significance and an overview of the study’s organization

This part consists of 3 main chapters

Chapter I – “Literature Review” provides the theoretical background of the study consisting of some basic knowledge of English pre-writing, mind maps, unity and coherence in writing lesson for the grade 10th students

Chapter II – “Methodology” Research objectives, method of the study, instruments, data collection and data analysis are discussed in this chapter

Chapter III – “Major findings and Discussion” This chapter also analyzes the data collected from classroom observation, interview for English teacher and result of tests and discussion in details

This section highlights the key findings of the study, emphasizing the pedagogical benefits of incorporating mind maps during the pre-writing phase It offers recommendations aimed at enhancing students' writing skills, acknowledges the study's limitations, and proposes avenues for future research.

DEVELOPMENT

This chapter explores the use of mind mapping during the pre-writing stage to enhance unity and coherence in writing It examines various theories, ideas, and opinions on the effectiveness of mind maps in writing lessons Additionally, it presents previous studies from both our country and around the world that relate to this topic, providing readers with a broader understanding and additional insights into research that closely aligns with this study.

Writing is a crucial language skill that learners must master alongside speaking, listening, and reading Despite its commonality in language education, achieving fluent and expressive writing remains a challenge for all learners, whether they are acquiring a first or second language Most children, except those with physiological disabilities, have an inherent desire and need to write even before they develop reading skills Various definitions of writing exist, each reflecting the author's perspective on the writing process.

According to Leki (1976), writing is one of the four essential language skills—alongside speaking, listening, and reading—that learners must master It involves the process of expressing thoughts and ideas through handwriting, serving as a vital form of communication Effective writing allows writers to convey their ideas clearly and accurately to readers, ensuring that the original message is preserved without distortion To gain a deeper understanding of writing's nature, it is important to explore various academic definitions of the practice.

THEORETICAL BACKGROUND

Overview of writing skill

Writing is a crucial language skill, alongside speaking, listening, and reading, that learners must master Despite its commonality in language education, achieving fluency and expressiveness in writing remains a challenge for all language learners, whether they are acquiring their first or a second language Most children, except those with physiological disabilities, have an inherent desire and need to write even before they learn to read Various definitions of writing exist, each reflecting the author's perspective on the writing process.

According to Leki (1976), writing is one of the four essential language skills—alongside speaking, listening, and reading—that learners must master It involves the writer expressing thoughts and ideas through handwriting, serving as a form of communication Effective writing conveys ideas clearly and accurately, ensuring they are understood by the reader without distortion To gain a deeper understanding of writing, it is important to explore various academic definitions of the process.

Donn Byrne (1988) emphasizes that writing goes beyond merely forming graphic symbols; it involves a complex process of conveying meaning through the transformation of ideas discovered through research, inspiration, or trial and error He asserts that writing is not just about producing letters or sounds but is a nuanced act that communicates definite messages (Byrne, 1988:1-3).

According to Tribble (1996), writing is a complex language skill that takes time to develop, often requiring significant thought before producing a first draft He emphasized that effective writing typically necessitates instruction rather than being acquired solely through exposure Tribble identified two categories of writing skills: low-level skills, which include handwriting, spelling, grammar, organization, and editing, and advanced skills, such as writing novels, plays, or other substantial works.

According to Hedge (2000), writing is a strategic process that involves gradually developing a text through various activities, including setting goals, generating ideas, organizing information, choosing suitable language, drafting, reviewing, and revising This complex process can be particularly challenging for many second language writers, as it is neither simple nor instinctive.

In summary, it is clear that no single definition can encompass the full scope of writing, as each linguist's interpretation is shaped by their unique perspective and understanding of the craft.

However, they all have some features in common, they share the same ideas that writing as a complex skill is one of the four basic skills in learning and

Graduation Paper 12 by Nguyễn Tô Giang highlights the significance of English language teaching in K12 education English serves as a vital communication tool that enables students to express their thoughts and opinions Furthermore, mastering English is essential for developing other language skills effectively.

1.1.2 Approaches to teaching writing skills

According to Nunan (1991), there are various ways to teach writing but the two most common applied at present arc product and process approaches

Traditional writing instruction in Vietnam primarily emphasizes the end product, known as the product approach This method has been widely adopted across schools, colleges, and universities for many years, though its definition can vary among educators.

According to Nunan (1991), the product approach prioritizes classroom activities, emphasizes the organization of ideas over the ideas themselves, focuses on grammar exercises and correctness, and centers on the final writing outcomes of students.

Accordingly, Steele (2006) states that the product approach is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analyzed at an early stage

White (1988) defines the product approach as the emphasis on grammatical correctness and adherence to given models or guidelines

Typically, the authors suggest the following steps:

Step 1: The teacher introduces a topic

Step 2: The students are told to complete a composition (within a time limit) and to work alone

Step 3: The students submit the written work

Step 4: The teacher grades the work, identifies errors, and hands back the work to the students

Step 5: The students make corrections

Step 6: The next writing class, the teacher repeats the above procedure

Applying a product-focused approach in education presents several challenges for both teachers and students Primarily, the reliance on model imitation can restrict students' creativity, leaving minimal room for them to express their own thoughts and ideas, as noted by Raimes (1983) This limitation often leads to a lack of emphasis on the substance and meaning of student writing, including its communication to the reader, its intended purpose, and its target audience (Raimes, 1983).

Many authors concur that product writing prioritizes structure over substance, which can hinder students' creativity and confidence in honing their writing skills.

The process approach to writing, an innovation in a product-oriented culture (Cheung, 1999), has been seen as an improvement over the traditional method of writing instruction in recent years

Leki (1991) states that the process approach is an approach to teaching writing that places more emphasis on the stages of the writing process than on the final product

Badger and White (2000) emphasize that writing process approaches focus primarily on linguistic skills like planning and drafting, rather than on linguistic knowledge such as grammar and text structure This method teaches students essential strategies for planning, drafting, revising, editing, and publishing, enabling them to write freely and produce high-quality work.

Steele (2006) also confirms that process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use; brainstorming, group discussion, re-writing

The above authors all share a number of stages in process writing as follows:

Stage 1: Students are asked to generate ideas by brainstorming and discussion

The teacher remains in the background during this phase, only providing language support if required so that this may not inhibit students in the production of ideas

Stage 2: Students extend ideas into note form, and judge quality and usefulness of ideas

Stage 3: Students organize ideas into a mind map, spider-gram, or linear form

This stage helps to make the hierarchical relationship of ideas more immediately obvious, which helps students with the structure of their texts

Stage 4: Students write the first draft This is done in class and frequently in pairs or groups

Stage 5: Drafts are exchanged, so that students become the readers of each other's work By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts

Stage 6: Drafts are returned and improvements are made based upon peer feedback

Stage 7: A final draft is written

Stage 8: Students once again, exchange and read each other's work and perhaps even write a response or reply

In summary, the process writing pays more attention to content, creative writing and different drafts; therefore, it needs efforts from both the teacher and students.

Overview of pre-writing stage

Pre-writing plays a crucial role in the writing instruction process As noted by Richmond (1985), it serves as the initial stage of writing, often referred to as the idea-generating phase, laying the foundation for effective composition.

Graduation Paper 15 Nguyễn Tô Giang - K12 English to include anything that you have ever done or have ever been that might have given your ideas to write about

Pre-writing, as defined by Olywadiya (1992: 3), encompasses various structural experiences that engage students in thinking, discussing, writing, and exploring a specific topic during a writing lesson This stage promotes higher-level thinking and enhances writing skills through activities such as brainstorming, debating, and interviewing Importantly, these activities are not just initial steps; they are recursive, allowing for repeated use throughout the writing process to foster deeper engagement and creativity.

Liz Ham-Lyons (1987) defines pre-writing as the process where writers select a topic, contemplate their response, and gather relevant ideas and information This stage fosters the writer's awareness of the subject, enabling them to draw from personal experiences to organize their thoughts effectively Additionally, pre-writing activities can be collaborative or individual and may take various forms, including oral, written, or experiential methods (Adewumi, 1992) Common techniques such as brainstorming, free-writing, and diagramming are frequently utilized in writing lessons to enhance this preparatory phase.

In summary, the theories discussed highlight that pre-writing encompasses various techniques to help you conceptualize your paper before drafting Essentially, your writing journey starts as soon as you engage with a writing assignment.

1.2.2 The importance of pre – writing stage in learning writing

As D’Aoust (1986:7) emphasized pre-writing stage helps writers

The pre-writing stage is essential for enhancing students' creativity and guiding their approach to a chosen topic To effectively facilitate planning for both the product and process, educators should encourage students to brainstorm ideas and consider various perspectives Tricia H (1996) emphasizes the importance of reminding students about two key aspects during this stage to optimize their writing experience.

When crafting a graduation paper, students should focus on the purpose of their writing and the audience it targets It is essential to consider the intended readers and the content of the text to create a comprehensive global outline This approach ensures that the writing is both relevant and engaging for its audience.

According to Spack (1984:656), students at this stage focus on quickly jotting down their ideas without concern for errors, which enhances their writing speed Additionally, pre-writing activities serve to prepare and organize raw materials for the composing stage, ultimately fostering students’ fluency in writing.

Pre-writing is a crucial stage in the writing process that helps students generate ideas and develop a provisional structure for their work, making the actual composing much easier (Downs, 2000) This phase allows students to engage in activities that clarify their thoughts and create a general plan, which not only prepares them intellectually but also alleviates psychological barriers By utilizing pre-writing strategies, students can save time and energy, ultimately leading to a more comfortable and relaxed writing experience Furthermore, pre-writing serves as an effective tool to overcome writer's block and reduce the stress associated with starting new writing projects.

In summary, the pre-writing stage is crucial in the writing process as it aids in organizing and generating ideas for completing writing tasks Therefore, incorporating pre-writing activities can be beneficial as a therapeutic approach for inexperienced or struggling students, who often hinder their writing progress by striving for perfection from the very beginning.

1.2.3 Techniques in pre-writing stage

Kroll (cited in McKee, 1981) emphasizes that without pre-writing guidance, students launch into ideas that they may have trouble expressing due

Pre-writing techniques are essential for organizing thoughts and generating ideas before drafting an essay Just as building a house requires careful planning and determining necessary materials before construction begins, effective writing also necessitates preparation The term "pre-writing" encompasses the activities that occur prior to creating a draft, helping writers clarify their concepts and structure their work for better coherence.

Pre-writing is a crucial step in the writing process that involves brainstorming, free-writing, mind-mapping, doodling, asking questions, and listing ideas During this phase, students identify their writing topic, choose their perspective, and define their target audience Additionally, it is the ideal time to develop a structured plan that facilitates clear and concise writing on the chosen subject.

Brainstorming is an idea generation technique that encourages the free flow of thoughts on a specific topic, allowing participants to produce a wide range of ideas without concern for their practicality or realism.

Free-writing is an effective strategy that encourages students to freely express their thoughts on a given topic for a set duration, typically 10 to 15 minutes During this time, students should focus on generating ideas without the pressure of grammar, punctuation, or spelling This approach helps them brainstorm and gather a wealth of ideas that will aid them in the subsequent writing process.

Mind maps are effective visual tools for organizing information, especially during the prewriting stage for students One popular method, known as webbing, involves placing a central word on a sheet of paper and connecting related words or phrases with lines This technique helps students generate a rich array of interconnected ideas centered around the main concept, ultimately enhancing their brainstorming process.

In crafting a graduation paper on the role of the US President, students should begin by placing the central topic at the heart of their outline They can then brainstorm the various roles the president fulfills, organizing these ideas in a circular format connected to the main concept This method allows students to expand on each role with supporting details, ultimately creating a structured roadmap for their essay.

Unity and coherence in writing

Unity means the paragraph has one topic to be discussed and then it is developed by good supporting details According to Oshima and Hogue (1991:

A well-structured paragraph exhibits unity by focusing on a single main topic This unity is achieved when the paragraph centers around one clear idea, ensuring that all supporting sentences directly reinforce the topic sentence.

According to Shewan et al (2003: 21), achieving unity in a paragraph requires that all elements relate directly to a central idea or topic Writers must focus on one main concept, ensuring that no additional topics are introduced once the central idea is established To enhance paragraph unity, it is essential to organize thoughts effectively and include relevant supporting sentences.

According to Lee and Kelly Brandon, a key measure of unity in your writing is to evaluate whether all elements in your paragraph or essay support and stem from the main idea It's essential that your controlling idea, which is expressed in your topic sentence or thesis, clearly defines both the subject and its focus.

Paragraph unity refers to the concept of focusing on a single main idea within each paragraph To achieve this, every supporting sentence must be directly related to the main idea presented in the topic sentence, effectively explaining or reinforcing it It is important for students to avoid including supporting sentences that stray from the topic, as this can disrupt the coherence and clarity of their writing.

Unity is a crucial element of effective writing, as it ensures that each paragraph focuses on a single main idea A strong topic sentence introduces this idea and sets the tone for the paragraph, guiding the reader through the supporting details that follow By maintaining unity, writers create coherent and focused paragraphs that enhance clarity and understanding.

Graduation Paper 20 Nguyễn Tô Giang - K12 English sentences-the topic, supporting sentences, the detail sentences and (sometime) the concluding sentence-are all telling the reader about one main topic

To achieve paragraph unity, a writer must focus on two key elements First, the paragraph should begin with a clear topic sentence that establishes a single generalization as its main focus Second, every subsequent sentence in the paragraph must provide specific information that supports this topic and maintains the same focus If any sentences stray from the main topic, the paragraph will lack unity and coherence.

A cohesive paragraph should consistently align with the main idea presented in the topic sentence, ensuring that the writer remains focused on the subject By adhering to this principle, the writer facilitates a clear and comprehensive understanding for the readers.

To achieve coherence in writing, authors must focus on creating strong connections between sentences within a paragraph This connection is essential for establishing unity, as a well-structured paragraph allows ideas to flow naturally Coherence is achieved when all sentences relate to one another, which can be facilitated through the use of transition signals, pronouns, and the repetition of key nouns By employing these techniques, writers can enhance the clarity and readability of their text, ultimately leading to a more cohesive overall message.

The Latin prefix "co" signifies "together" or "with," and the verb "cohere" means to "hold together." Coherence in writing refers to the logical arrangement and connectedness of ideas within a text, ensuring that it flows seamlessly Traditional definitions emphasize that a coherent text should present its content in an orderly sequence, facilitated by the use of cohesive devices between sentences and at the paragraph level According to Oshima & Hogue (1996), coherence in a paragraph is characterized by its readability and clarity, allowing readers to easily grasp the supporting details and overall message.

Coherence in writing is essential for creating a logical flow of ideas, allowing readers to seamlessly transition from one thought to the next This involves using appropriate transition signals to ensure that each sentence follows another in a clear sequence A coherent text not only connects individual ideas to the overall topic sentence but also establishes implicit relationships within the text itself Ultimately, coherence determines whether a collection of sentences constitutes a meaningful text, as it links the sense of utterances in discourse or sentences in a written work.

Coherence, as defined by Tannen (1984), refers to the organizational structure that unifies words and sentences in discourse, making them meaningful for the reader Literally meaning "to stick together," coherence in writing ensures that ideas within a paragraph transition smoothly from one sentence to the next, with clear connections between them This logical flow of ideas, highlighted by Halliday and Hasan (1976), facilitates reader comprehension and allows for a better understanding of the writer's intended message.

Coherence in a paragraph is essential for maintaining logical connections between sentences, preventing the disruption of ideas Effective use of transition words and conjunctions supports this flow, ensuring that each sentence relates to the central theme According to Rockowitz et al (2004: 168), coherence involves organizing several related ideas around a central concept Writers must establish logical relationships among sentences to enhance coherence, ultimately developing the topic in a clear and organized manner By doing so, coherence in a paragraph or text can be effectively achieved.

Lepionka (2008: 118) defines coherence as the quality of sequentiality and integrity, emphasizing that sentences should connect logically to develop the main idea of a paragraph This highlights that coherence relies on the logical arrangement of sentences, ensuring they work together effectively to create a unified message Ultimately, the connection between sentences is essential for establishing coherence within a paragraph.

In summary, coherence is essential for students to grasp the significance of their writing, as it clarifies the connections between sentence components, individual sentences, and entire paragraphs.

To achieve coherence in writing, Agree & Kline (1985) emphasize the importance of specific techniques that clarify the relationships between ideas One effective method is sentence combining, which utilizes common linguistic devices to enhance coherence Additionally, the appropriate use of transition signals facilitates the reader's understanding of the writer's thought process Parallelism is another crucial technique; by arranging similar sentences in the same structure, the writer highlights their shared relationship to the topic Lastly, the repetition of key words directs the reader's attention to essential concepts, weaving a cohesive narrative throughout the paragraph.

Mind map

Mind mapping, as described by Buzan (1993:1), is an effective graphic technique that serves as a universal tool to unlock the brain's potential This technique mirrors the natural thinking process, allowing individuals to seamlessly transition between topics By incorporating symbols, images, emotional associations, and colors, mind mapping enhances information retention and understanding.

Graduation Paper 25 Nguyễn Tô Giang - K12 English same like our brains process it The best mind mapping is colorful and uses much pictures and symbols; usually like an art

Mind mapping, also known as concept mapping, is a technique that involves centering around a main idea and generating related thoughts that branch outwards This method enhances understanding and retention of new information by encouraging the organization of key concepts in one's own words, while exploring connections between them To maximize the effectiveness of mind maps, it's beneficial to use clear handwriting, varied colors for visual appeal, and to include symbols and images that stimulate creative thinking An organized mind map can streamline the writing process, making it easier for students to create drafts, unlike traditional brainstorming which may lead to structural issues As noted by Alamsyah (2009), the visual nature of mind maps helps students recognize relationships between ideas and promotes the grouping of related concepts Additionally, creating mind maps collaboratively fosters discussion, enriching idea generation and making the task more engaging and enjoyable.

A mind map is a diagram that illustrates the hierarchical relationships between ideas, centered around a core concept or image Utilizing a non-linear graphical format, mind maps enable users to create an intuitive framework that expands on the central idea, making brainstorming more effective and organized.

Mind mapping is a visual technique that utilizes images, symbols, and colors to create a clear graphic representation of how one concept relates to another within the same category This method effectively illustrates connections between ideas, enhancing understanding and organization.

A mind map is a visual tool that starts with a central word or phrase, from which related ideas, words, and concepts branch out Major categories extend from the central node, while smaller sub-branches represent lesser categories, creating a structured representation of thoughts and associations.

Graduation Paper 26 Nguyễn Tô Giang - K12 English branches Categories can represent words, ideas, tasks, or other items related to a central key word or idea

Trianto (2009) distinguished four kinds of mind map, namely: (1) network tree, (2) event chain, (3) cycle concept map, and (4) spider concept map

The network tree begins with a central word that expands into multiple branches, each further dividing into additional branches This structure resembles a tree, featuring a trunk and numerous offshoots, illustrating the interconnectedness of concepts.

Network tree is often used to divide big categories into smaller and smaller ones Using network tree help learners think step by step from generalities to specifics

Event chain is visualization that shows the relationships between events and tasks and how the events affect each other

This content is ideal for outlining an accident order, detailing procedural steps, or illustrating a process It effectively supports visualization of various elements, including (a) key steps in a process, (b) essential stages in a lip liner application, and (c) the sequence of an accident order.

A cycle concept map is a visual tool used to organize and represent knowledge through circles or boxes It effectively illustrates the interactions within a combination that leads to a series of results, emphasizing the repetitive nature of these outcomes without a definitive conclusion.

Figure 1.3 Cycle Concept Map 1.4.2.4 Spider concept map

Spider diagrams, characterized by their neat and structured layout, are primarily utilized for planning purposes, such as outlining articles or stories, and for generating ideas The key benefit of this approach lies in its requirement for users to thoughtfully consider the placement of their ideas in relation to the central topic and other related concepts.

When selecting a mind map type, both teachers and learners must carefully consider factors such as the content being taught, students' comprehension levels, and available resources Despite the variety of mind maps available, their effectiveness in organizing and enhancing learning is undeniable.

1.4.3 Parts of Mind Mapping Technique

There are some parts of mind mapping (Windura, 2008:77-80) namely; central image, key word, basic ordering ideas, branches, color and picture

A central image should encapsulate the core concept of a mind map, positioned at the center of the page This approach stimulates students' right brain activity, enhances memory retention, and transforms the learning experience into an enjoyable activity.

A keyword serves as a pivotal element that can drive a sentence or event By identifying a familiar word in one's own language or another language that resembles the new word, learners can enhance their memory retention Utilizing only one keyword per line encourages students to remember numerous vocabulary words effectively Strong nouns or verbs act as powerful triggers, creating vivid images that aid in memory recall.

Basic ordering ideas serve as branches that organize and categorize information related to a central topic, facilitating the creation of mind maps These ideas require creativity to engage students and enhance their understanding of the material The branches are designed to be thin and taper towards the ends, functioning as headings that can extend in various directions without becoming overly steep.

The branches should be curvy and match the length of the words or images above them, serving as subheadings Additionally, thinner branches can be used to provide more detailed information.

Color serves as an effective mnemonic tool, engaging the right brain to enhance long-term memory retention By incorporating vibrant colors through branches, map backgrounds, and images, you can invigorate your mind map, making it easier to understand and remember information while also fostering creativity.

In mind mapping, pictures can change or strengthen a key word that has been written before

1.4.4 Relationship between Mind Map and Unity and Coherence in writing

Summary of the chapter

This chapter reviews relevant previous studies and theoretical frameworks related to the pre-writing stage, focusing on the use of mind mapping It highlights the importance of unity and coherence in writing, as well as the advantages of incorporating mind mapping techniques to enhance writing skills.

Firstly, some theoretical background about writing skill, pre-writing activities, mind map and unity-coherence basing on some linguistics scholars was given by the researchers

Secondly, some previous researcher was given by the researcher

The following chapter addresses the methodological issues pertinent to the study, detailing the research design and outlining the subject matter It also discusses the data collection instruments utilized, including interviews, classroom observations, and tests.

METHODOLOGY

Research methods

In order to accomplish this thesis systematically and adequately, some research methods are used:

The researcher gathered relevant documents to enhance understanding of the pre-writing stage and the use of mind maps for both students and teachers This foundational knowledge is crucial for facilitating a more effective study process.

Both qualitative and quantitative methods are used and the data analysis is collected in the study from many different resources as follows:

• Observation was used as a consideration to observe the student’s attitudes

• Interview was carried out with English teachers to get information about some benefits and difficulties she or he may meet in using mind map in pre- writing stage

• Test for students: these tests helped researcher associate the improvement of students before and after using mind map technique

The discussion begins by analyzing the interview results from teachers regarding the resources used for mind mapping Following this, the analysis shifts to the findings from the researcher’s classroom observations at Chan Mong High School.

Subject of the study

Some activities in pre-writing stage and apply mind-map technique in pre-writing stage to enhance students’ writings unity and coherence

Data collection instrument

According to Richards (1992), observational methods involve systematic techniques for observing events, particularly in language and classroom settings These methods focus on exploring classroom dynamics rather than assessing or drawing general conclusions, ultimately serving to enhance the teacher's professional development.

Classroom observation, as defined by Andrea Helaine (1993), is a method for evaluating and documenting the dynamics within a classroom Administrators utilize observation periods to enhance teaching models and gain insights from fellow educators Both observing another teacher and being observed in your own classroom serve multiple educational purposes, such as enabling the description of instructional practices, assessing inequities faced by specific students or groups, and refining one's own teaching methods.

Teacher observations offer unique insights that other evaluation methods cannot provide They allow evaluators to assess the interaction between teachers and students, ensuring that rapport is established, respect is maintained, and questions are addressed effectively Additionally, these observations enable evaluators to evaluate the teacher's use of effective teaching methods, classroom management skills, and ability to meet the diverse needs of all learners For optimal effectiveness, it is crucial that teacher observations remain unannounced to avoid creating an inauthentic classroom environment.

This method enhances the clarity and effectiveness of data collection, prompting researchers to conduct classroom observations to identify challenges students encounter in writing classes.

The study's author selectively observed specific classes, meticulously tracking the procedures and activities of both teachers and students in a real classroom environment This approach allowed the researcher to gather reliable data, serving as a valuable method to verify the accuracy of information obtained from other sources.

The researcher conducted observations over six periods across three different units with various teachers, each lesson lasting forty-five minutes A checklist was utilized to assess students' attitudes towards the teachers' activities, their engagement in tasks, and their interactions with peers Additionally, the researcher examined students' responses to pre-writing activities used in the lessons and their preferences for these techniques.

The article outlines the selection of three writing lessons for observation, specifically from Part D (Units 11, 12, and 13) Unit 11 focuses on writing letters of acceptance or refusal, while Unit 12 involves composing a life story of a famous person using facts from the Grade 10 textbook In Unit 13, students engage in multiple tasks, including describing the film "Titanic" and writing about a film they have seen The researcher aims to observe the teacher's approach to these writing tasks and the pre-writing activities utilized during the lessons To facilitate this observation, a checklist for assessing the writing lessons of 10th-grade students was prepared in advance (see appendices 1).

As Nunan has claimed that “…the interviews can follow up a respondent’s answer to obtain more information and clarify vague statement…”

In interviewing, the primary objective is to grasp the significance of participants' responses, as highlighted by Kvale (1996) This approach empowers individuals to articulate their essential thoughts and needs effectively.

Moreover, the researcher chose interviews because of some following reasons: Firstly, collection of primary information: Interviews can help to collect the fresh, new and primary information as needed

Secondly, time saving: Interviews can help to save time to select the most suitable candidate Within a very short time communication can be accomplished with the interview

Thirdly, less costly: It is less costly than other process of communication

It is very simple, prompt and low cost method of communication

Lastly, this method aids the survey questionnaires in exact and direct ways As a result, the collected data could be clear and more specific

The interview involved five questions posed to three English teachers at Chan Mong High School, focusing on the effectiveness of using mind maps in writing lessons for 10th-grade students The first two questions aimed to gather the teachers' opinions on the techniques and activities they implement during writing instruction.

Question (3) is used to find out the teacher’s opinion about using mind-maps in writing lesson

Question (4) is used to find out the teacher’s difficulties when applying mind- maps in writing lesson

Question (5) is designed to ask about their opinion, what do you do to help students enhance their writing unity and coherence

(Details of the interview are in Appendix 2)

2.3.3.1 Causes for choosing the test

Achievement tests serve multiple purposes in the educational process According to Hughes (1996:11), these tests assess the extent of knowledge gained by individual students and the class collectively They provide valuable feedback on students' progress to both teachers and learners, evaluate the effectiveness of teaching methods, and identify specific areas where learning may be lacking.

Testing plays a crucial role in education, allowing students to assess their understanding of the material they have learned For teachers, tests provide valuable insights into each student's knowledge level, enabling them to tailor instruction to meet diverse needs Consequently, testing serves as an effective tool for identifying specific challenges and common trends among students.

In this study, the researcher conducted a pre-test to assess the initial knowledge of participants before the experiment and a post-test to evaluate the effectiveness of using mind maps afterward Both tests were designed at the same difficulty level, focusing on two main topics: writing a profile from Unit 12 and describing a film from Unit 13 of the English 10 textbook These topics were selected as they align with the curriculum being taught during the practicum.

The researcher conducted a coding analysis of pre-test and post-test results across two topics The first topic involved coded tests labeled as (a) for the pre-test and (b) for the post-test The second topic included coded tests designated as (c) for the pre-test and (d) for the post-test.

The pre-test and post-test results are categorized into four levels of unity and coherence: weak, average, good, and distinction Detailed findings from both tests can be found in Appendix 3 and Appendix 7.

The researcher will analyze the pre-test and post-test data based on specific performance levels: Weak (8 points) Following this analysis, a final conclusion will be drawn To ensure unity and coherence in the assessment, the researcher has created Table 2.1, which outlines the category descriptions for evaluating coherence and unity.

Table 2.1 Category descriptions for the assessment of coherence and unity

Mark levels Description of criteria

• Paragraphs are successfully unified with introduction engages the reader, sustained or consistent focus on the topic, conclusion is satisfying

• The main idea is clear and ideas are fully developed and elaborated using details, examples, reasons or evidence

• The ideas are logically organized and their meaning is clearly communicated

• Transitions are used skillfully to maintain the logic of the text and improve sentences fluency

• Paragraphs are appropriately unified with evident introduction to the topic, adequate focus and stays on topic with very little digression, conclusion is appropriate

• The main idea is evident but lack clarity Ideas are developed using some details, examples, reasons, and/or evidence

• The ideas are clearly organized and the meaning is generally clear

• Paragraphs are adequately unified with little digressions of topic

• The main idea is not focused and leaves the reader with questions and making inferences to understand the main idea Ideas are minimally developed with few details

• The ideas are organized but the meaning may be unclear

• Paragraphs are weak in unity with frequent digressions of topic

• The essay lacks a central idea and ideas lack development or may be repetitive

• The ideas are organized ineffectively and the meaning is unclear

• Text may be too short to demonstrate little or no use of transition

MAJOR FINDINGS AND DISCUSSION

CONCLUSION

Tiêu đề	Mind Mapping Applications In Pre-Writing Stage To Enhance Students’ Writings Unity And Coherence At Chan Mong High School
Tác giả	Nguyen To Giang
Người hướng dẫn	Vu Thi Quynh Dung, M.A
Trường học	Hung Vuong University
Chuyên ngành	English Teaching Methodology
Thể loại	B.A Graduation Paper
Năm xuất bản	2018
Thành phố	Phu Tho

Định dạng
Số trang	93
Dung lượng	2,71 MB