INTRODUCTION
Rationale
In today's global landscape, English serves as a vital communication tool across various fields, including information technology, science, economy, education, and politics As advancements in science and technology accelerate, learners must enhance their skills to stay competitive Consequently, there is a growing focus on English language teaching and learning However, students often face challenges in their studies, one significant factor being the teaching methods employed by educators Effective teaching strategies are essential for successfully learning English as a foreign language.
In Vietnam, English is a mandatory subject in the national school curriculum, where students must develop four essential skills: listening, speaking, reading, and writing Among these, reading stands out as a crucial skill for learners of English as a foreign language, playing a vital role in the overall teaching and learning process.
Kenneth Beare (2013) states that reading is important part of learning English It is important because students always deal with the texts that they have to understand
Student reading skills significantly impact their academic success, as reading comprehension is essential for understanding texts This skill enables students to acquire knowledge and learn effectively Moreover, the ability to summarize texts after reading enhances comprehension and retention, allowing students to review and connect new information with their existing knowledge Thus, strong reading skills are crucial for ongoing learning and academic achievement.
Reading text summaries significantly enhance students' listening, speaking, and writing skills However, many students find it challenging to summarize reading materials effectively To assist them, practical techniques are essential for simplifying the summarization process.
At Quang Trung High School, my experience as a teacher revealed that reading comprehension instruction primarily focuses on vocabulary and grammar, which hampers students' ability to grasp the main ideas of texts and diminishes their motivation to read Furthermore, many educators overlook the importance of teaching summarization skills due to time constraints, relying on conventional methods that fail to engage students As a result, students struggle to retain and summarize what they read To enhance their summarization skills and foster interest in English, it is essential to incorporate innovative techniques, such as mind mapping, which can significantly improve students' engagement and understanding of reading materials.
(2004) affirmed that mind- mapping techniques can help students generate their ideas and summarize the reading text more easily
I have chosen to study "Developing 12th Graders' Text Summarizing Skills in Reading through Mind-Mapping Techniques" to enhance students' reading effectiveness and facilitate easier summarization of texts.
The aims of the study
- study the perception of students to the use of mind-mapping techniques in post reading to develop 12 th graders’ text summarizing skills
- test the effectiveness of mind-mapping techniques in developing 12 th graders’ text summarizing skills in reading at Quang Trung high school.
Scope of the study
This study examines the effectiveness of teaching text summarizing skills to 12th graders at Quang Trung High School in Quang Binh province using mind mapping techniques Conducted on a small scale due to time constraints, the research involved an experimental group and a control group, each consisting of 40 students Pre-test and post-test scores were analyzed to evaluate the improvement in text summarizing skills over a twelve-week period during the second semester of the 2018-2019 academic year Additionally, a questionnaire was utilized to gather feedback from the experimental class.
Research questions
This study is carried out to answer the following research questions:
1 What are the students’ perception of reading text summarizing skills through the use of mind-mapping techniques?
2 To what extent does mind-mapping techniques effect 12 th graders’ text summarizing skills in reading?
Method of the study
This study employs a quasi-experimental research design, utilizing pre-tests, post-tests, and questionnaires to explore the causal relationship between teaching text summarizing skills through mind mapping techniques and the enhancement of students' summarizing abilities The findings, along with comments, recommendations, and conclusions, are grounded in thorough data analysis The integration of various research instruments contributed to the reliability of the data collected.
Structure of the study
The structure of the study includes five chapters:
Chapter 1 is the introduction, which presents the rationale of the study, the aims of the study, the scope of the study, the research questions, the method of the study and the structure of the study
Chapter 2 is the literature review, which reviews the literature relevant to the study which consists of reading, reading comprehension, reading text summary, mind mapping techniques, based on theoretical and practical evidence
Chapter 3 is the methodology, which describes the methodology used in this thesis including research approaches, participants, and data collection and analysis instruments, data collection procedure
Chapter 4 is the findings and discussion, which reports the findings of the research to answer the research questions The researcher’s opinions and reflections on them will be presented
Chapter 5 is the conclusion, which gives the conclusions, the limitations of the study and the suggestions for future research.
LITERATURE REVIEW
Overview
This chapter explores the essential concepts of teaching and learning text summarization skills in reading through mind-mapping techniques It defines reading, outlines its purpose and models, and discusses various types and principles of teaching reading Additionally, the chapter delves into reading comprehension, the stages of a reading lesson, and the process of creating a reading text summary It also covers the definition and classification of mind maps, the components of mind-mapping techniques, and their advantages and disadvantages Finally, it details the steps for summarizing reading texts using mind-mapping techniques.
Reading comprehension
Reading is a crucial skill for students learning English as a foreign language, complementing the essential skills of listening, speaking, and writing It plays a vital role in everyday life, particularly for students who rely on reading to extract information from textbooks, research, and reports According to Anderson (1984), reading is a fundamental life skill that serves as a cornerstone for a child's success in both school and life Furthermore, since reading proficiency is integral to various written assessments, including Vietnam's National Examination, students must develop strong reading abilities The term "reading" has been defined in various ways, highlighting its significance in education.
Nuttall (1982) defines reading as an interactive process that involves not only the perception of language and the reader's language and cognitive skills but also their knowledge of words and the information presented in the text.
According to Goodman (1971, p 153), reading is defined as a psycholinguistic process where the reader, as a language user, reconstructs a message encoded by the writer through graphic representation This reconstruction is described as a cyclical process that involves sampling, predicting, testing, and confirming information.
Reading is a dynamic process that involves the interplay between the text and the reader's background knowledge and intentions, as highlighted by Anderson (1984) This interaction is essential for constructing meaning from the material.
Harmer (1989) emphasizes that reading is a complex process involving both the eyes and the brain, where the eyes capture the text and the brain interprets its meaning.
Reading can also be defined as the process in which readers learn something from what they read and involve it in academic context as a part of education (Grabe
In summary, reading serves as a vital tool for acquiring information and knowledge, engaging both the eyes and brain to interpret the messages conveyed by the writer through written symbols.
Reading is a purposeful action chosen by individuals for various reasons, as highlighted by Smith (2004, p 2), who notes that people read to make sense of their experiences The motivations for reading include acquiring clear information and seeking pleasure, such as following a recipe to cook specific dishes Harmer (2007, p 201-202) emphasizes that reading serves multiple purposes, including identifying topics, making predictions, gaining general understanding, obtaining specific information, and interpreting texts Additionally, Grabe and Stoller (2002, p 13-15) outline that one key purpose of reading is to search for simple information.
Reading for information is a common practice that involves scanning text for specific details without the need to read every word This process, often referred to as skimming, allows readers to quickly locate relevant information efficiently.
Reading to skim involves quickly locating specific information within a text by anticipating where it might be found, allowing readers to focus on key sections until they grasp the main idea This technique is essential for efficiently extracting knowledge from written materials.
Reading for comprehension is primarily found in academic and professional contexts, as it demands a more intricate skill set for deeper understanding This process typically takes longer than skimming or searching for specific information, often necessitating repetition to retain detailed knowledge from the text Additionally, effective reading involves integrating information, composing, and critiquing texts.
Reading to write and critique is essential for integrating information effectively This process involves critically evaluating which information to include, as well as composing, selecting, and assessing the text Ultimately, it contributes to overall reading comprehension.
The primary goal of reading is to achieve a general understanding of the text However, this process is more intricate than it appears, as it necessitates grasping the overarching concepts rather than focusing solely on a few specific details.
The reading model is a theoretical framework that explores the cognitive processes involved in reading and comprehending text, focusing on two primary approaches: bottom-up and top-down models The bottom-up model, as described by Dr Zaidah (2003), posits that reading starts with the reader processing visual information from the text, leading to a mechanical, linear interpretation where each word and sentence is analyzed in isolation, as noted by Grabe and Stoller (2013) In contrast, the top-down model views reading as a cyclical process involving optical, perception, syntactic, and meaning construction stages, where readers generate hypotheses about the text's meaning based on their goals and expectations Grabe and Stoller (2013) emphasize that top-down models depict readers as actively sampling information to confirm or refute their expectations, strategically directing their focus to relevant sections of the text for efficient comprehension.
Reading can be divided into two kinds which are intensive and extensive reading Here are the explanations: a Intensive reading
Intensive reading, as defined by Harmer (2007), involves a thorough examination of reading materials typically conducted in a classroom setting This process is supported by various study activities that prompt students to engage with different reading skills Teachers guide learners to identify the type of text, analyze specific grammar and vocabulary usages, and extract detailed meanings Ultimately, the insights gained from intensive reading are utilized to facilitate further learning activities.
Extensive reading, as defined by Harmer (2007), involves students engaging with enjoyable texts outside the classroom, such as novels, websites, newspapers, and magazines Gebhard (1996) emphasizes that the primary goal of extensive reading is to enhance reading skills through the consumption of comprehensible and pleasurable materials In this approach, the teacher's role is to guide students towards suitable texts while allowing them the freedom to choose what they wish to read.
2.2.1.5 The principle of teaching reading
Teaching reading is not as simple as the theory To be successful in teaching reading, a teacher should know the basic rule of it According to Nunan (2003, p74-
78), there are eight principles of teacher reading which will be explained as follow: a Exploit the reader’s background knowledge
Reading text summary
2.3.1 Definition of reading text summary
A summary is a crucial element of reading comprehension, serving both as a tool for evaluation and a means for readers to achieve a deeper understanding of a text Various definitions of summary exist, highlighting its significance in the reading process.
Byrne (1987, p 76) describes a summary as an abbreviated translation of a text that has been read or heard He emphasizes that summarizing should be regarded as a skill demonstrated across various writing styles, rather than being seen as a distinct form of writing.
According to Troyka (1995), a summary is a condensation of an original writing
A summary captures the essential points of a text, conveying the author's main message without substituting or interpreting the original content It maintains the writer's tone and approach while omitting minor details, examples, quotes, anecdotes, and other non-essential information.
In conclusion, summaries are carried out to condense the amount of information to facilitate understanding and remembering
2.3.2 Steps to write a reading text summary
According to Swales, John M and Christine B Feat (1994, p105-130), there are five preliminary steps in teaching a reading text summary
To effectively analyze a text, begin by skimming through it while mentally noting the subheadings If subheadings are absent, segment the text into distinct sections Reflect on the purpose of your assignment and identify the text type, as this will aid in pinpointing crucial information.
Step 2: Scan the text, highlight vital information and take notes
Step 3: Write down the main points of each section in your own words
Step 4: Take notes the key support points for the main topic, but minor detail is omitted
Step 5: Run through the process again, make changes as appropriate.’
Three main requirements are also introduced to write a good summary as follows
- The summary should include the original as a whole
- The material should be introduced in a neutral fashion
- The summary should be an abbreviated translation of the material, given in your own words
2.3.3 Types of reading text summary
Summarizing a text is an effective method for understanding and clearly expressing its main ideas in your own words, while also saving time for the intended audience According to Sarada (2008, p 99), there are three types of summaries.
A descriptive summary provides a general overview of the source without delving into specific content details It highlights essential information about the program while employing descriptive language such as "excellence" and "internationally renowned" to convey its significance.
“leading - edge” In short, it tells what the initial content is about without getting into the specifics.’
An informative summary provides a concise overview of a book or report, typically spanning a paragraph or a few pages, allowing readers to quickly assess its relevance Unlike a descriptive summary, it offers deeper insights, including not just the subject matter and structure but also brief information about the author This type of summary is the most prevalent, as it effectively distills the main concepts into a succinct format, akin to an outline, facilitating informed reading decisions.
An evaluative summary offers a concise and effective assessment of a book or article, providing critical commentary on the original work Unlike other types of summaries, it incorporates the writer's personal thoughts, feelings, and reactions, allowing for a more in-depth analysis However, many individuals, aside from writers and critics, may lack experience in crafting such summaries.
Mind - mapping
Mind mapping, as defined by Buzan (2006), is an outlining technique that visually organizes words, ideas, tasks, and other concepts around a central keyword or idea This method utilizes lines to connect related elements and often incorporates words, short phrases, or images to enhance understanding and retention.
Mind mapping, as defined by Buzan (2007), is a creative and effective writing technique that visually organizes thoughts This method allows individuals to generate, visualize, structure, and classify ideas, serving as a valuable tool for studying, problem-solving, decision-making, and writing.
According to Siripanich (2010, p 4), a mind map is an effective graphical note-taking method that incorporates words, images, colors, and symbols, organized in a hierarchical structure where ideas branch into subsections.
Mind maps, as highlighted by Marton and Booth (1997), are effective tools for enhancing learning and critical thinking They provide a structured way to explore different facets of a story, including event sequences, key points, cause and effect relationships, and connections between ideas By utilizing mind maps, students can effectively revise and clarify their thoughts, leading to a deeper understanding of the material.
Mind maps are nonlinear visual outlines that help organize complex information, enhancing creativity, productivity, and memory, according to Murley (2007) Paul Emmerson (2010) further describes mind maps as intuitive and personal note-taking tools that visually represent one’s thoughts A typical mind map features a central topic at its core, surrounded by sub-topics connected by lines, which can branch out based on the creator's ideas or guided by a teacher's instructions.
In short, a mind- map is a visual representation of hierarchical information that includes a central idea surrounded by connected branches of associated topics
2.4.2 Steps to create a mind map
Mind mapping is a valuable technique in teaching reading, offering various methods for its creation According to Buzan (2007, p 15-16), there are seven essential steps to effectively create a mind map.
1 Begin the center of a blank page turned sideways This helps you to express it more freely and naturally
2 Use an image or picture for your central idea Image helps use your imagination A central image is more interesting, to keep focus, make you more concentrate, and give your brain more of a buzz
Colors are as exciting to the brain as are images Color adds extra vibrancy and life to the mind map, adds tremendous energy to the creative thinking
4 Connect the branches to the image and connect branches to the each level It is caused the brain works by association It likes to link two more things together If the branches are connected, it would be easier for you to be understood and remembered
5 Make branches curve The branches are better in curve rather than straight- lined It is to make your brain not bored
6 Use one key word per line It is because single key words give the mind map more powerful and flexible
(See the sample of mind map guidelines)
Rose and Nicholl (2002) explain the ways to create a mind map There are eight steps as follow:
1 Start with the topic in the middle of paper
3 Make the branch from the main topic
4 Use symbols, colors, words, or pictures mainly in the mind mapping
5 Make it as exciting as possible
6 Make it full of colors
7 Repeat again two or three times to make it perfect
Other procedures of making mind map are mentioned by Sugiarto (2004) He points out some steps to create a mind map Here are five steps
1 Prepare the equipment to make mind map such as paper (A4/Folio/A3), pencil or pen, stabile, marker or color pen
2 Determine the topic, make a central image in the center of the paper, the position of the paper is landscape, draw the topic and give color to it It can be the combination of three or four colors
3 Make a main branch which is the idea of the topic, make the word in the same length with the main branch, make a word per branch, write down the word with capital letters, and then give them some colors
4 Make a thin branch which is a sub-topic, add the words or pictures, add the main idea and develop it with the sub-topics All the sub-topics are placed in every branch separately
5 Continue it with other ideas by making a new branch
Besides, DePotter and Hernacki (2004) also specify some steps of making a mind map These steps consist of nine points
1 Make a circle of main idea in the middle of paper
2 Make branch from the main idea to make key points Do not forget to use a color pen to make it
3 Write the keywords or phrases in every branch and then develop them with details
4 Give additional symbols and illustrations
5 Do not forget to use capital letters
6 Write down the main ideas with the bigger letter
7 Be creative and express it freely
8 Use the unique form to show the points or ideas
9 Do not forget to make it horizontally to make a wider space
A famous expert of mind map is Buzan (2010) He makes several steps when creating a mind map
1 Focus on the core question, the precise topic Be clear about what it is that you are aiming for or trying to resolve
2 Turn your first sheet of paper sideways in front of you (landscape - style), in order to start creating your mind map in the central of the page This will allow you freedom of expression, without being restricted by the narrow measure of page
3 Draw an image in the center of the blank sheet of paper to represent your goal Don’t worry if you feel that you can’t draw well; that doesn’t matter It is very important to use an image as the starting point of your mind map because an image will jump-start your thinking by activating your imagination
4 Use color from the outset, for emphasis, structure, texture, creativity- to stimulate visual flow and reinforce the image in your mind Try to use at least three colors overall, and create your own color- coding system Color can be used hierarchically or thematically, or it can be used to emphasize certain points
5 Now draw a series of thick lines, radiating out from the center of the image These are the primary branches of your mind map and will support your ideas like the sturdy branches of a tree Make sure you connect these primary branches firmly to the central image, because your brain, and therefore your memory, operates by association
6 Curve your lines because they are more interesting to your eye and more memorable to your brain than straight ones
Related studies of mind mapping
Mind mapping has gained significant attention across various fields, with numerous researchers exploring its effectiveness In Vietnam, many English language teachers have successfully implemented this technique in areas such as vocabulary, writing, reading, and speaking The author references several previous studies to support these findings.
In 2014, a study investigated the use of mind maps to enhance students' interest in reading skills at Nghe An Economics and Technology College The findings revealed that the mind mapping technique significantly improves reading comprehension and boosts students' engagement in the learning process This research underscores the effectiveness of mind maps in teaching reading skills.
In her thesis "10th Graders’ English Presentation Skill," Tran Anh Phuong (2014) from Vinh University highlights mind mapping as an effective tool for enhancing presentation skills among students and teachers Similarly, Do Nguyen Xuan Thao (2015) explores the impact of mind mapping on vocabulary learning in "The Effects of Mind Mapping on the 12th Graders’ Vocabulary Learning at Nguyen Van Khai High School," revealing that this technique significantly improves students' lexical abilities, aiding in both word retention and test performance Despite its benefits in consolidating and memorizing information, the application of mind mapping in English teaching remains limited, with few high school teachers adopting this innovative approach While various methods exist for teaching reading text summarization, the mind mapping technique continues to present challenges for both educators and students in high school settings.
Summary
This chapter outlines the theoretical foundations related to reading and reading comprehension, including definitions and concepts such as mind maps and mind mapping, based on the works of linguistic scholars Additionally, it discusses the classification and importance of these elements in the context of effective learning strategies.
METHODOLOGY
Participants
The study conducted at Quang Trung High School in Quang Binh province identified several factors impacting the English teaching and learning process.
Many students at Quang Trung High School come from farming and low-income backgrounds, leaving them with limited time for additional English study Their focus tends to be on grammatical structures, vocabulary, reading comprehension, pronunciation, and writing skills necessary for exams, resulting in a lack of attention to reading text summaries This neglect has persisted for years, leading to difficulties in retaining and revising what they learn from reading lessons Consequently, their English comprehension abilities remain limited, and their attitude towards utilizing mind mapping techniques for summarizing texts warrants further examination.
The researcher chose to conduct her study exclusively at Quang Trung High School to gain deeper insights into the challenges of teaching reading text summarization skills using mind-mapping techniques As a teacher at this school, she aims to make a significant contribution to addressing these issues in reading instruction.
The study participants include 80 EFL 12th graders from Quang Trung High School in Quang Binh province, comprising 41 males and 39 females from two classes, 12A2 and 12A13, each with 40 students aged 17 to 18 These students, hailing from various areas in Quang Trach district, utilize “Tieng Anh 12” as their primary English textbook and have been learning English for a minimum of seven years Both classes exhibit similar English proficiency levels, ranging from elementary to pre-intermediate, as evidenced by their first-semester English final test results and pre-test scores The study employs an experimental design with the participants divided into experimental and control groups, utilizing pre-tests and post-tests to assess the effectiveness of the treatment, following Creswell's methodology (2008).
Table 3.2 Background information about the participants
This twelve-week study focused on the English major curriculum for teacher training as outlined by the Ministry of Education and Training It compared two teaching methods for reading text summarization: the experimental class utilized mind mapping techniques to enhance summarizing skills, while the control class engaged in post-reading tasks without mind mapping.
Data collection instruments
To support the findings, the researcher used questionnaires, pre- test and post- test, textbook, lesson plans to provide the main data for this study
- To answer the first research question, the researcher used questionnaire which consist of both close and open-ended items
To address the second research question, the researcher implemented pre-test and post-test assessments based on reading model tests specifically designed for 12th-grade students.
Questionnaires are an effective tool for collecting quantitative data quickly and cost-effectively, provided that respondents focus on relevant questions (Bell, 1993) They enable researchers to gather information from a large sample of participants, facilitating the analysis of students' responses to teaching reading and summarizing skills through mind-mapping techniques.
A survey was conducted with 40 students from the experimental group at Quang Trung High School, utilizing a set of questionnaires that included 10 closed and three open-ended questions These questionnaires were meticulously crafted to assess students' perceptions of reading text summarization skills through the application of mind-mapping techniques (refer to Appendix C for the questionnaire).
3.3.2 Pre- test and post- test
The pre-test and post-test, designed based on reading model tests for 12th-grade students, consist of two sections The first section assesses vocabulary learned, while the second requires students to summarize reading texts—specifically, a 60-word summary on "Endangered Species" for the pre-test and "The 22nd SEA Games" for the post-test Each section contributes to a total score of 10 points, with 5 points allocated to each part (refer to appendix D for the tests).
The aim is to test the effectiveness of mind- mapping techniques in developing
12 th graders’ reading text summarizing skills
Following a 12-week study that involved pre-test and post-test scores, along with a questionnaire, the researcher collected and analyzed the data The findings were then discussed, leading to conclusions and suggestions for future research.
The standard textbook used in schools, Tieng Anh 12, is compiled by Vietnamese teachers and consists of 16 units covering various aspects of daily life Each unit is structured into five lessons: reading, speaking, listening, writing, and language focus However, a notable issue is that the requirement for summarizing the reading passage is only emphasized in select units.
Teaching reading comprehension for students aged 10 to 13 is structured into a 45-minute session, with 10-15 minutes dedicated to summarizing skills that encourage active participation Each unit is divided into three parts: "Before You Read," "While You Read," and "After You Read." The "Before You Read" section prepares students by introducing the topic, brainstorming ideas, and pre-teaching vocabulary to facilitate understanding During "While You Read," students engage in tasks such as context clues, identifying the main idea, and answering multiple-choice or True/False questions Finally, the "After You Read" segment focuses on discussion, question answering, and summarizing, reinforcing language skills and comprehension.
Here are topics for reading in the textbook “Tieng Anh 12”
Table 3.3 The reading topics of sixteen units in Tieng Anh 12
The association of southeast Asian nations
In giving treatment, the writer carried out teaching based on these teaching lesson plans This work extended about twelve weeks from January, 3 rd , 2019 to April
On December 12, 2019, six reading sessions were conducted across six units of TiengAnh 12, each featuring two lesson plans for different groups In the post-reading stage, the experimental class utilized mind mapping techniques to summarize the reading text, while the control class summarized without this tool Each session began with friendly greetings to alleviate student stress, followed by a structured three-step reading process Initially, pre-reading activities were implemented to explain vocabulary and check understanding Next, during the while-reading phase, students engaged in tasks individually, in pairs, or groups within a time limit set by the teacher Finally, the experimental group employed mind mapping for their summaries, contrasting with the control group's approach.
The results of the two groups were analyzed using means and standard deviations, with findings illustrated through charts in the discussion section The time allocation for each lesson was structured as detailed below.
Table 2.4 The time proportion for the reading lesson
(Adapted from Language teaching methodology, Nunan (1991))
Activities Division of the session time
Data collection procedure
In this study, the researcher conducted lessons for two classes and collected data through a series of steps, including pre-tests, post-tests, and questionnaires, to analyze the outcomes effectively.
1 Having an overview of the syllabus of English 12 course-books and examining the elements of reading lessons to teach
2 Designing and administering pre-test to the control class and experimental class under the serious control of researcher
3 Applying mind-mapping techniques to teach reading text summarizing skills on the experimental class; whereas, applying conventional techniques without using mind- mapping on the control class
4 Designing and administering the post- test for 2 classes
5 Analyzing both groups’ post-test scores to find out the difference in reading text summary between 2 classes after the experimental period
6 Designing and giving the questionnaire to experimental class to get students’ perception of reading text summarizing skills through the use of mind-mapping techniques
7 Analyzing and synthesizing collected data
8 Discussing the data findings and giving conclusions and suggestions for further study.
Data analysis instruments
To analyze the data, the researcher used Microsoft Excel
It will be clarified the teaching reading summarizing skills through the use of mind- mapping techniques
The study evaluated the effectiveness of a treatment by analyzing pre-test and post-test scores, which were graded by both the researcher and another English teacher at the same school The data was computed to determine means and standard deviations, allowing for a comparison of reading text summary improvements between the control and experimental classes after the experimental period Additionally, to gauge the experimental students' perceptions of using mind mapping for teaching reading summarization skills, a written questionnaire was administered, offering three response options: agreement, disagreement, and no opinion The results were then converted into equivalent percentages for presentation.