Aims of the study
This study aims to identify effective teaching methods that enhance students' skills in summarizing reading texts The primary objectives are focused on determining the most beneficial approaches for improving these skills.
- To test the effectiveness of using mind-mapping techniques to develop 11 th grade students‟ reading text summary skills compared to conventional techniques
- To investigate the experimental students‟ attitudes towards teaching reading text summary through using mind mapping technique.
Research hypothesis and questions
To achieve the aims and objectives, the study was designed to test the hypothesis:
Utilizing mind mapping techniques during the post-reading stage significantly enhances students' summary skills compared to traditional methods that focus on rote memorization of words and content.
In order to find out whether the research hypothesis would be accepted or rejected, the following research questions were formulated and to be answered
1 Why is using mind mapping techniques effective to improve students‟ reading text summary skills?
2 What are the students‟ attitudes towards teaching reading text summary in post reading stage through mind mapping techniques after the experimental period?
Method of the study
This study was conducted based on quasi-experimental research with pretest, posttest, and questionnaire in order to determine the causal relationship between
5 teaching reading text summary through mind mapping and the enhancement of students‟ summary skills
In the study, two intact groups of students were utilized, with one designated as the control group and the other as the experimental group, rather than being selected randomly.
Significance of the study
This study explores the effectiveness of using mind mapping techniques to teach reading text summarization in high schools in Vietnam, addressing the limitations of traditional sentence-based summarization methods.
Scope of the study
The study aimed to investigate the effectiveness of using mind mapping to teach reading text summarization in a textbook setting Due to time limitations, the researcher conducted an experimental study with a small sample of 11th-grade students, dividing them into a control group and an experimental group, each consisting of 40 students from LTK High School Pretest and posttest scores were utilized to evaluate the reading text summary competence of both groups before and after a ten-week treatment period during the second semester of the 2011-2012 academic year Additionally, a post-program questionnaire was administered to gather feedback from the experimental group students.
Organization of the study
The study was divided into three parts which are presented as follows:
Part A is the introduction, which presents the rationale and the aim of the study, hypothesis and questions, research method, significance, scope as well as organization of the study
Part B is the development, which includes 3 chapters
Chapter 1 reviews the literature relevant to the study which consists of reading, reading comprehension, summary, and mind mapping techniques based on theoretical and practical evidence
Chapter 2 presents information about the context of the study, the participants, the instruments, the data collection procedure and data analysis procedure
Chapter 3 is the main part of the study that reports and discusses the main findings according to research matter
In conclusion, the author reflects on the study's outcomes, acknowledges its limitations, and offers suggestions for future research directions.
Literature review
Reading and reading comprehension
In recent decades, reading becomes one of important and essential parts in language teaching and learning The meaning of “Reading” has been given a various ways
Reading is an active process that involves the interaction between language perception and a reader's language skills, cognitive abilities, and vocabulary knowledge, as noted by Nuttall (1982) This interaction allows readers to engage meaningfully with the information presented in the text.
Reading is a complex exercise involving both the eyes and the brain, as Harmer (1989) describes it, where the eyes receive messages and the brain interprets their significance Goodman (1971) adds that reading is a psycholinguistic process in which the reader reconstructs a message encoded by the writer, engaging in a cyclical process of sampling, predicting, testing, and confirming Together, these perspectives highlight that reading serves as a vital means for readers to acquire information and knowledge from texts.
Reading comprehension is essential in the process of teaching and learning a foreign language, making it crucial to grasp its fundamental nature Various definitions of reading comprehension highlight its significance in effective language acquisition.
Roe, Stood and Burns (1987:2) consider: “reading comprehension is reconstruction, interpretation and valuation of what author of written content means by using knowledge gained from life and experience”
Reading comprehension, as defined by Grellet (1981), involves efficiently extracting necessary information from a written text This process focuses on decoding the meanings of word combinations, enabling students to demonstrate their understanding through various methods, such as summarizing the text or answering questions.
Reading for comprehension is the fundamental goal of reading, as it emphasizes the importance of helping students recognize main ideas and understand the structure of a text, which are crucial for effective comprehension.
In summary, reading comprehension involves grasping the overall meaning of a text rather than focusing on every individual word It requires readers to engage with the material actively and efficiently extract the necessary information.
1.1.3 The stages of a reading lesson
A reading lesson consists of three key stages: pre-reading, while-reading, and post-reading Each stage has distinct characteristics and objectives, necessitating the use of various techniques and strategies to enhance comprehension and engagement.
The pre-reading stage is crucial in a reading lesson as it fosters motivation and a positive attitude towards the text This phase prepares learners for the content they are about to engage with According to Williams (1984:37), there are three key purposes of pre-reading that enhance the reading experience for students.
- To introduce and stimulate interest in the topic
- To motivate students by providing a reason for reading
- To provide language preparation for the text
Students should engage in activities like guessing the text's topic from its heading, brainstorming related words on the board, predicting content, and formulating questions that the text might answer Additionally, effective pre-reading techniques include ordering statements or pictures, jigsaw dictation, predicting True/False statements, and brainstorming or skimming questions to enhance comprehension.
In the pre-reading stage, effective preparation is essential for students, as it helps establish a clear understanding of the objectives for their reading lesson.
The while-reading stage is crucial in a reading lesson, as it allows students to engage deeply with the text, facilitating their understanding of the author's intent and the content's intricacies According to Williams (1984:38), this stage serves specific educational objectives that enhance comprehension and critical analysis.
- To clarify content and vocabulary of the text
- To help students understand the writer's purpose
- To help students understand the structure of the text
During the while-reading stage, various activities are essential for enhancing comprehension, including deducing meaning, questioning, recognizing key concepts, matching information, ordering thoughts, following instructions, comparing ideas, taking notes, completing tasks, and engaging in decision-making or problem-solving.
During the while-reading stage, teachers should select appropriate activities tailored to the reading text and students' proficiency levels It is essential for educators to fulfill their roles as organizers, observers, assessors, and prompters to enhance the reading experience effectively.
The post-reading stage is crucial in a reading lesson, as it allows students to apply and reinforce the knowledge and insights they have gained from the text.
10 text into real life communication Williams (1984:39) pointed out the aim of the post- reading stage
- To consolidate or reflect upon what has been read
- To relate the text to the students‟ own knowledge interest or views
- To provide a stimulus for other language activities
After students finish tasks in while-reading part, a wide range of activities in the post - reading stage are suggested as follows:
1 Summarize the text - Gap fill
- Rewrite the text from jumbled sentences/ words/ visual cues…
- Summarize the text either orally or in writing
- Make a spider map/ diagram or mind map
2 Role play, Interview - Integrated skills from reading to speaking
- Students take the role of the interviewer and interviewee about the topic of the reading comprehension
3 Give comments, opinion on the characters/ matters in the text
- Teacher can ask students to present their points of view, their thought of characters or issues relating to the text
4 Personalized tasks - This skill is to help the learners to connect what they have read with their own ideas and experience in life
5 Discussion - Students are required to discuss about issues in life relating to the reading text
Table 1: Activities in the post - reading stage
It can be concluded that each of the reading stage carries its own aims and activities It is very effective if these three stages are combined flexibly and
11 appropriately for an efficient reading lesson in general In the post- reading stage, it is necessary to help students improve and develop their reading text summary skills.
Reading text Summary
1.2.1 Definition of a reading text summary
Writing summaries is an effective strategy for enhancing reading comprehension, serving both as a tool to assess understanding and a means to gain new insights from a text Various definitions of a summary highlight its role in distilling key ideas and concepts.
A summary, as defined by Troyka (1995), is a concise representation of an original text that captures its main points without providing interpretation or evaluation It reflects the author's tone and approach while omitting minor details, illustrations, quotes, anecdotes, and other non-essential information A summary serves to relay what the author is truly conveying rather than act as a substitute for the original writing.
Byrne (1987:76) emphasizes that summarizing, defined as creating a concise version of a text that has been read or heard, should be regarded as a skill demonstrated through various writing styles rather than as a distinct form of writing.
In short, summaries are made to reduce the amount of information to be remembered and to organize the information in a way that aids understanding and remembering
1.2.2 Steps to writing a reading text summary
In teaching a reading text summary, some preliminary steps are presented below by Swales, John M and Christine B Feat (1994:105-130)
Step 1: Skim the text, noting in your mind the subheadings If there are no subheadings, try to divide the text into sections Consider why you have been assigned the text Try to determine what type of text you are dealing with This can help you identify important information
Step 2: Read the text, highlighting important information and taking notes Step 3: In your own words, write down the main points of each section
Step 4: Write down the key support points for the main topic, but do not include minor detail
Step 5: Go through the process again, making changes as appropriate
To write a good summary, they also recommended three main requirements as follows:
- The summary should cover the original as a whole
- The material should be presented in a neutral fashion
- The summary should be a condensed version of the material, presented in your own words
1.2.3 Types of reading text summaries
Summarizing is an efficient method for comprehending a text and conveying its essence in your own concise language, ultimately saving readers' time According to Sarada (2008:99), there are three distinct types of summaries.
A descriptive summary provides a general overview of the source's content without delving into specific details It outlines essential information about the program while employing descriptive language such as "excellence," "internationally renowned," and "leading-edge." Essentially, it conveys the main idea of the content without providing in-depth specifics.
An informative summary differs from a descriptive summary by providing a more detailed overview of a book or report, often spanning a paragraph or several pages This type of summary aids readers in quickly determining whether they want to engage with the full text It includes not only the main subject and outline of the story but also brief insights about the author, offering a comprehensive understanding of the content.
13 type is the most common summary because it gets into the specifics and covers all the main concepts in a very shortened form and similar to an outline
An evaluative summary not only presents the content of a book or article but also offers a concise evaluation, including critical remarks on the original work This type of summary allows the writer to comment on various aspects, incorporating personal thoughts, feelings, and reactions Unlike other summary types, evaluative summaries are less familiar to many individuals outside of writing and criticism.
Mind mapping
A mind map, as defined by Buzan (2006), is an outlining technique that visually represents words, ideas, tasks, and other concepts radiating from a central keyword or idea This method utilizes lines to connect these elements, often incorporating words, short phrases, or images to enhance understanding and organization.
Mind maps are valuable tools for enhancing learning and thinking, as highlighted by Marton & Booth (1997) They provide a structured approach to uncover various elements of a story, including the sequence of events, key points, cause and effect, and relationships between ideas Students can utilize mind maps for revising and clarifying their thoughts, enabling a deeper understanding of the material Additionally, Murley (2007) emphasizes that mind maps serve as non-linear visual outlines of complex information, fostering creativity, organization, productivity, and memory retention Supporting this view, Paul Emmerson (2010) also advocates for the use of mind maps in educational contexts.
“a mind map is a way of making notes that is intuitive and highly personal You put
Transform your ideas into a visual diagram by placing your central topic at the center, surrounded by related sub-topics connected by lines Each sub-topic can further branch out into additional details, creating a comprehensive structure that serves as a foundation for an engaging speaking activity.
14 ideas/imagination of the person who draws the mind map (or the instructions of the teacher)”
A mind map is a visual diagram that organizes information around a central concept or word, allowing for the addition of related ideas, terms, and concepts.
1.3.2 Steps to create a mind map
There are many approaches in teaching reading One of the techniques is by using mind mapping According to Buzan (2010), some steps to create a mind map are presented as follows:
1 Start in the centre of a blank page turned sideways - Because starting in the centre gives your brain freedom to spread out in all directions and to express itself more freely and naturally
2 Use an image or picture for your central idea - Because an image is worth a thousand words and helps you use your Imagination A central image is more interesting, keeps you focussed, helps you concentrate, and gives your Brain more of a buzz
3 Use colors throughout - Because colors are as exciting to your brain as are images Color adds extra vibrancy and life to your mind map, adds tremendous energy to your creative thinking, and is fun
4 Connect your main branches to the central image and connect your second- and third-level branches to the first and second levels, etc - Because your brain works by association It likes to link two (or three, or four) things together If you connect the branches, you will understand and remember a lot more easily
5 Make your branches curved rather than straight-lined - Because having nothing but straight lines are boring to your brain
6 Use one key word per line - Because single key words give your mind map more power and flexibility
7 Use images throughout - Because each image, like the central image, is also worth a thousand words
(See the example of mind map guidelines)
1.3.3 Definition of mind mapping techniques
According to Buzan (as cited in Yusuf Effendi, 2004), mind mapping is a powerful graphic technique that serves as a universal key to unlocking the brain's potential This visual representation of ideas is organized radially around a central thought and employs a unique blend of imagery, color, and visual-spatial arrangement Research has shown that mind mapping significantly enhances recall compared to traditional note-taking and rote learning methods To effectively utilize mind mapping, one must engage imagination and association, activating the brain's capacity for memory retention.
According to DePotter and Hernacki (2008), mind mapping is an effective technique that engages the entire brain through visualization and graphic tools to create lasting impressions.
Antonacci (1991) emphasizes that mind mapping is a powerful post-reading strategy, enabling students to effectively recall, organize, and visually represent new information alongside their existing knowledge.
Mind mapping enhances reading effectiveness for struggling readers by visually illustrating the significance of individual points and the connections between facts.
(see the example of mind mapping Buzan‟s principles below)
1.3.4 The Classification of mind mapping techniques
Trianto (2009:160) mind mapping can be divided into four kinds:
The main ideas made in a quadrangle and other words written in the connection line It is suitable for visualization
- technical terms which can be used to explain some correlations
What was it built for?
Why is it considered one of the famous wonders in the world?
Around 2560 B.C., Khufu constructed the Great Pyramid on the west bank of the River Nile, utilizing straight or spiral ramps to transport stone blocks This engineering feat not only ensured the stability of the pyramid but also protected the burial chamber from weather conditions and potential theft.
An event chain is an effective tool for outlining accident orders, procedural steps, or process sequences, eliminating the need for connecting words This visualization method enhances understanding and clarity For instance, an event chain map illustrating the steps can resemble the example found in unit 15: Space Conquest.
In an events chain map, you begin by identifying an initiating event and subsequently outline each event in sequential order Since there is no definitive outcome and the final event connects back to the initiating event, this creates a continuous cycle For example, the cycle map illustrating photosynthesis and respiration demonstrates this concept effectively.
Related studies of mind mapping
Since its introduction, mind mapping has spurred significant research and theoretical development across various fields, capturing the interest of many scholars While this technique is recognized for its effectiveness in enhancing consolidation and memorization, studies focusing on its application in English language teaching remain limited In Vietnam, English language teachers have been introduced to mind mapping through numerous workshops; however, it is unclear how many high school teachers have implemented this approach in their classrooms Despite the availability of various methods for teaching summarization of reading texts, the mind mapping technique continues to present challenges for both teachers and students in high schools.
Summary
This chapter provides a comprehensive theoretical background, beginning with definitions of reading, summarizing, and mind mapping based on the works of linguistic scholars It also discusses the classification and significance of these concepts, highlighting their importance in the learning process.
The study
The context of the study
The study conducted at LTK High School in Thuy Nguyen district, Hai Phong city, identified several factors influencing the teaching and learning of English at the institution.
Many students at LTK High School come from farming families and low-income backgrounds, which limits their time for additional English learning Their focus is primarily on grammatical structures, vocabulary, reading comprehension, and writing skills necessary for exams, leading to a lack of attention to reading text summaries As a result, these students struggle to retain and review what they have learned, indicating limited English comprehension abilities Additionally, their attitudes towards using mind mapping techniques for summarizing texts warrant further consideration.
The English textbook used in schools, Tieng Anh 11, is a standard resource developed by Vietnamese educators It comprises 16 units covering various topics relevant to daily life, such as friendship, personal experiences, volunteer work, and environmental issues Each unit is structured into five lessons focusing on reading, speaking, listening, writing, and language skills However, a notable issue is the lack of emphasis on summarizing the reading passages within these units.
The lesson plan for units 11 and 15 focuses on enhancing reading comprehension within a 45-minute timeframe, allocating approximately 10-12 minutes for summarizing the reading text, which encourages active student participation Each unit is structured into three segments: Before you read, While you read, and After you read The "Before you read" section prepares students for the topic by brainstorming and pre-teaching vocabulary to facilitate easier reading "While you read" includes tasks that help students infer meanings, identify main ideas, comprehend passages, and find specific information through various exercises such as multiple-choice questions and gap-fills Finally, the "After you read" segment promotes discussion, question answering, and summarization, reinforcing language skills and ensuring a comprehensive understanding of the text.
The English Department at LTKHS comprises eleven teachers aged between 30 and 50, who, like many high school English educators, primarily emphasize grammatical structures, vocabulary, reading, and writing skills to enhance students' examination scores However, they often rely on traditional teaching methods, utilizing only textbook tasks without creating additional exercises that foster a deeper understanding of reading materials As a result, students exhibit minimal interest in English lessons, leading to passive and ineffective learning experiences, ultimately hindering the improvement of their reading abilities.
Participants
The study involved two groups of 11th-grade students, 11B10 and 11B11, aged 16 to 17 years, with a total of 80 participants—40 from each group, comprising 32 males and 48 females Both classes exhibited similar English proficiency levels, ranging from elementary to pre-intermediate, as determined by their assessment results.
English final test in the first semester but also their pretest scores These two intact classes are taught by the same Vietnamese teacher of English
Control class Experimental class Total number of subject
Table 2: Background information about the participants
This ten-week study focused on the English major curriculum for teacher training set by the MOET, comparing two teaching methods for reading text summarization In the experimental class, students utilized the mind mapping technique to enhance their summarization skills, while the control class completed tasks after reading without this technique.
Rationale for using quasi-experiment
Campbell and Stanley (1966) advocate for the use of quasi-experimental design in natural social settings to effectively evaluate learning assistance centers They emphasize that the primary goal of evaluation is to address critical questions related to program improvement, accountability, and knowledge acquisition Furthermore, quasi-experimental designs allow for easier comparison of subjects or groups that are not randomly selected, in contrast to true experimental designs, which limits the generalizability of results.
A quasi-experiment is an efficient research method that, while not always quick, is designed to minimize threats to reliability and validity Conducted over a span of 10 weeks, this approach effectively gathers data, with results typically presented in numerical formats such as scores.
25 tests which are usually calculated and analyzed with the help of modern and powerful statistical methods of computer software, the causal nature of variables
Through close interactions with students during the quasi-experimental research, the researcher gained a deep understanding of the impact of mind mapping on students' ability to summarize reading texts This approach highlights the feasibility of conducting quasi-experimental research as an alternative to true experiments.
A quasi-experiment can yield reliable results, ensuring both internal and external validity of the findings Additionally, the researcher utilized a questionnaire for experimental students and compared the total pretest and posttest scores between the two groups.
In brief, as far as theory and practice are concerned, this method seems to be the best choice only to test the hypothesis that it is accepted or rejected.
Experiment design
The research utilized a quasi-experimental design to evaluate the hypothesis that reading text summaries can be effectively taught through multimedia (MM) presented in English textbooks The study involved several key steps in its research design.
1 The pre-test was administered to the control class and experimental class
2 Mind mapping was introduced to the experimental class The teacher used mind maps as a revision tool for the post-test The control class, however, was not exposed to mind mapping at all
3 The post-test was administered to the control and experimental class
11B10 E Using mind mapping in post reading stage to summarize the text
(O1): Pretest (O2): Posttest 11B11 C Without using mind mapping in post reading stage
(O1): Pretest (O2): Posttest Table 3: The design of the study (Adapted from Hopkins & Antes, 1990)
Research Variables
Accordingly, there were two variables that would be investigated in the experimental research which are dependent variable and independent variable
An independent variable influences a dependent variable, which is affected by the independent variable (Coolidge, 2000:15) In this context, the mind mapping techniques introduced to students serve as the independent variable, forming the primary focus of the investigation (refer to the reading schedule topics in Appendix 1).
Students‟ scores in reading text summary would be the dependent variable which is observed and measured to determine the effect of the independent variable.
Data collection instruments and procedure
Instruments are essential tools used by researchers to gather data for addressing research questions (Arikunto, 1996:136) In this study, the primary instruments employed for data collection included a pretest, posttest, and questionnaire.
The pretest and posttest were developed using reading model tests specifically for 11th-grade students Each assessment consists of two sections: the first focuses on evaluating the vocabulary learned, while the second requires students to write an 80-word summary.
The article discusses the evaluation of students' knowledge on two key topics: "sources of energy" in the pretest and "space conquest" in the posttest Each section contributes equally to the total score of 10 points, with 5 points allocated to each part, as detailed in Appendix 3.
A written questionnaire was administered to 40 students of experimental group at the same time In order to receive the objective results from these students,
A questionnaire comprising 10 closed questions and three open-ended questions was meticulously crafted to explore experimental students' attitudes toward teaching reading text summaries using the mind mapping technique.
5) After having the result of pretest, posttest scores and questionnaire which lasted
10 weeks, the researcher collected and analyzing all the data, the researcher started discussing data findings and then the conclusions and suggestions were given
In this study, the researcher taught both classes and implemented a structured teaching process that included collecting data from a pretest, posttest, and questionnaire to evaluate the outcomes.
In the initial week of the study, a pretest was administered to 80 students under the careful supervision of the researcher The collected test scores were then analyzed to assess the students' ability to summarize reading texts (refer to appendix 3).
- Apply mind mapping techniques to teach reading text summary on the experimental class; whereas, apply conventional techniques as handouts or exercises on the control class
- Design and administer the posttest for both classes (see in appendix 3)
- Analyze both groups‟ posttest scores to set up the difference in reading text summary between two classes after the experimental period
- Design and deliver the questionnaire to the experimental group to get their opinions of teaching reading text summary through mind mapping
- Collect and analyze all the data for the results of the study
- Discuss the data findings and draw out conclusions and suggestions for further study
Data Analysis procedure
The data were analyzed by using Microsoft Excel In term of descriptive statistics and interpretations of pretest and posttest scores and all the questionnaire items
The pretest and posttest scores were analyzed to assess the treatment's effectiveness, with evaluations conducted by both the researcher and another English teacher The data were processed to calculate the 2-tail t-test, means, median, and standard deviation (SD) to determine whether the control or experimental class showed improvement in summarizing reading texts after the experimental period.
To gather feedback from experimental students regarding the effectiveness of teaching reading summaries through mind mapping, a written questionnaire was administered The questionnaire included three response options for each statement: agreement, disagreement, and no opinion The results were then analyzed and converted into equivalent percentages for clarity.
Data analysis and discussions
Data analysis
To evaluate the impact of multimedia (MM) techniques on students' reading text summary skills after 10 weeks of intervention, pre-tests and post-tests were administered to both the experimental and control groups on the same day Each test was timed for 15 minutes and included tasks for checking words and summarizing texts The primary objective of these assessments was to measure the students' memory skills in relation to their ability to summarize reading texts A comparative analysis of the pre-test and post-test scores was conducted between the two classes.
3.1.1.1 Comparison between pretest scores of experimental class and control class
Before the program commenced, a pre-test was conducted for both classes to establish a baseline A two-tail t-test was utilized to determine if there was a significant difference in starting points between the experimental and control groups The results indicated that the average scores were 5.33 for the experimental class and 5.15 for the control class, with a t-value of 0.75, which is less than the t-critical value of 1.99 Additionally, the p-value of 0.46 exceeded the 0.05 significance level, confirming that there was no statistically significant difference between the two classes, indicating they were nearly equivalent at the outset.
30 two-tail t-test: of two-sample assuming unequal variances E C
P(T