VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUAT RREREARAREREARR HERES PHAM THI THUY VAN USING MIND-MAPPING TECHNIQUES TO DEVELOP LY THUONG KIET HIGH SCHOOL 11™ GRADE STUDENTS’ READING TEXT SUMMARY SKILLS NGIIEN CUU VIEC UNG DUNG BIEU BO TU DUY DE PLAT TRIEN KY NANG TOM TAT BAI DOC CHO HOC SINH LOP 11 TRƯỜNG TIIPT LÝ THƯỜNG KIỆT M.A MINOR THESIS Ficld: English Teaching Mcthodology Code: 60.10 HANOI — 2012 VIKTNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ARERARANEERERARMERRRAD PHAM THI THUY VAN USING MIND-MAPPING TECHNIQUES TO DEVELOP LY THƯƠNG KIET HIGII SCHOOL 11™ GRADE STUDENTS' READING TEXT SUMMARY SKILLS NGHIÊN CỨU VIỆC UNG DUNG BIEU BO TU DUY DE PHAT TRIEN K¥ NANG TOM TAT BAI DQC CHO HOC SINH LOP 11 TRƯỜNG TIIPT LÝ THƯỜNG KIẸT M.A Minor Thesis Field: English Teaching Methodology Code: 60.10 Supervisor: DO BA QUY, M. HANOI — 2012 TABLE OF CONTENTS. List of abbreviations List of figures and tables Part A: INTRODUCTION. Rationale of the study Aims of the siudy.
HHu re ie k 3. Researoh hypothesis and questiens. ia 4, Method of the study. Significance of the study.
sesesntnee ww 6 Soope of the study. Organivation of the study wow PART B: DEVELOPMENT Chapter T; Literature review » 1. Reading and reading comprehension wwe 1. Definition of Reading 1.
Definitions of reading comprehension 1.3, The stages of a reading lesson. The pre- reading stage 1. The while- reading stage 1. The post- reading stage 1.
Reading text Summary. Definition of a reading text summary. Steps to writing a reading text summary .3, Types oŸ roading text suưnmiaries,.6 Data collection instruments and procedure 24 2. Data collection instruments.2 Data collection procedure.
TH se TH se TH se S8 2. Data Analysis procedure Chapter LU: Data analysis and discussions 3 1. TH se TH se TH se ——. Comparison betseen pretest soores of experimental class and control class.
Comparison between pretest and posttest scores of expermental class and control 3. Comparison between posttest scores of experimental olass and control class 29 3.1 The effectiveness of mind mapping technique in developing students’ reading text summary skells at L/TK high sehoel. HHu re HHu re —.2 Students’ allitudes towards using mind mapping techniques. coi HHu re HHu re HHu re seoo.
Suggestions for further research. 37 References 39 Appendixes 1 Appendix l. co cecoree HHu re HHu re HHu re sessael PART A: INTRODUCTION 1. Rationale for the study Nowadays, English is a vorpulsory subject in the school purieuhm in Vietnam, and the teaching and learning of that international language has been recently paid great attention to.
Together with teachers” help and guidance, students have to try their best to master 4 language skills: reading, writing, listening and speaking in order to communicate in English successfully. Among these four skills, reading skill is an essential skill for further leaning. Especially, reading text summary skills after reading is very beneficial lo students to gam better understanding and memorizing of the text. ‘hus, students can consolidate or reflect upon what has been read and relate it to their awn knowledge.
In addition, reading toxl summary contnbutes enormously to develop wriling, speaking and listenmg skills. However, reading text summary is not easy for students to do. It needs more useful techniques to help students summarize texts easily. Because there are still a large number of students having poor reading comprehension not only in rural areas but also in urban ones.
As a leacher of Ly Thuong Kiet high school (LTKHS), T find that leaching and leaming reading comprehension hore still focus on grammar, vocabulary and structures. Ilence, students always find it difficult to understand the content of the reading text, to find the main idea, synonym or antonym of the words, and general message of the text and most of them lack of motivation to read. Beside that, there are still many teachers who seem not to pay enough attention to the importance of teaching reading text summary in post reading stage due to the limited time. Consequently, Students can not remember and summarize the text after reading, Trom the above reasons, I decided to choose: “Using mind-mapping techniques to develop LTK High school 11" prade studenis’ reading lexL summary skills” for my thesis of the MA course to help students read the text effectively and can summarize the text easily LIST OF ABBREVIATIONS LTKHS Ly Thuong Kiet high school Control class Experimental class sD Standard deviation M Mean MM Mind Mapping MOFT Ministry of Education and Training PART A: INTRODUCTION 1.
Rationale for the study Nowadays, English is a vorpulsory subject in the school purieuhm in Vietnam, and the teaching and learning of that international language has been recently paid great attention to. Together with teachers” help and guidance, students have to try their best to master 4 language skills: reading, writing, listening and speaking in order to communicate in English successfully. Among these four skills, reading skill is an essential skill for further leaning. Especially, reading text summary skills after reading is very beneficial lo students to gam better understanding and memorizing of the text.
‘hus, students can consolidate or reflect upon what has been read and relate it to their awn knowledge. In addition, reading toxl summary contnbutes enormously to develop wriling, speaking and listenmg skills. However, reading text summary is not easy for students to do. It needs more useful techniques to help students summarize texts easily.
Because there are still a large number of students having poor reading comprehension not only in rural areas but also in urban ones. As a leacher of Ly Thuong Kiet high school (LTKHS), T find that leaching and leaming reading comprehension hore still focus on grammar, vocabulary and structures. Ilence, students always find it difficult to understand the content of the reading text, to find the main idea, synonym or antonym of the words, and general message of the text and most of them lack of motivation to read. Beside that, there are still many teachers who seem not to pay enough attention to the importance of teaching reading text summary in post reading stage due to the limited time.
Consequently, Students can not remember and summarize the text after reading, Trom the above reasons, I decided to choose: “Using mind-mapping techniques to develop LTK High school 11" prade studenis’ reading lexL summary skills” for my thesis of the MA course to help students read the text effectively and can summarize the text easily 1. sesesntnee sesesntnee sesesntnee 1. HHu re HHu re HHu re 1. Definition of mind map.
Stops to create a mind maj 1. Definition of mind mapping techrtiques. The classification of mind tapping lechniques 1. Cyele concept map 1.4, Spider concept map 1.
Advantages and disadvantages of mind mapping techniques 1. Ađvantages of mind mmapping techniques.2, Disadvantages of mind mapping techniques.6, Steps of summarizing the reading texts through mind mapping techniques 1.1, SGM ees cse nses scenes ¬— ¬— ¬— 1.4, Related sludies of mind mapping 1. Summary Chapter II: The study 2. The context of the study.
sesesntnee sesesntnee sesesntnee 2. Rationale for using quasi-experiment. Research Variables LIST OF ABBREVIATIONS LTKHS Ly Thuong Kiet high school Control class Experimental class sD Standard deviation M Mean MM Mind Mapping MOFT Ministry of Education and Training 1. sesesntnee sesesntnee sesesntnee 1.
HHu re HHu re HHu re 1. Definition of mind map. Stops to create a mind maj 1. Definition of mind mapping techrtiques.
The classification of mind tapping lechniques 1. Cyele concept map 1.4, Spider concept map 1. Advantages and disadvantages of mind mapping techniques 1. Ađvantages of mind mmapping techniques.2, Disadvantages of mind mapping techniques.6, Steps of summarizing the reading texts through mind mapping techniques 1.1, SGM ees cse nses scenes ¬— ¬— ¬— 1.4, Related sludies of mind mapping 1.
Summary Chapter II: The study 2. The context of the study. sesesntnee sesesntnee sesesntnee 2. Rationale for using quasi-experiment.
Research Variables List of figures and tables. Figure 1: Pretest and posttest scores of control and experimental group Table 1: Activities in the post - reading stage Table 2: Rackground information about. the participants Table 3: The design of the study Table 4: Results of t-test for comparison between the pretest scores of experimental class and control class Table 5: Descriptive statistics for the pretest and posttest scores of the experimental and control groups Table 6: Results of t-test. for comparison between posilest.
scores of experimental class and control class Table 7: Students’ attitudes towards teaching reading text summary through mind mapping Hopefully, this study will make a small contribution to the application of teaching reading text summary approach in the post reading stage at Vietnamese high schools m general and al. -TR high school in Hai Phong in particular 2. Aims of the study The aims of this study are to find out the more useful teaching methods for improving students’ reading text summary skills To be more specific, the primary objectives of the study were set up as follows: - To test the effectiveness of using mind-mapping techniques to develop 11" grade students’ reading LexL summary skills compared lo conventional techniques. - ‘To investigate the experimental students’ attitudes towards teaching reading text summary through using mind mapping technique 3.
Research hypothesis and questions ‘To achieve the aims and objectives, the stady was designed to test the hypothesis: Teaching reading lext summary in post reading sage (hrough mind mapping techniques is more effective to the development of students’ summary skills than the traditional approach which emphasizes the memorization of words and contents of the reading passage. In order to find out whether the research hypothesis would be accepted or rejected, the following research questions were formulated and to be answered. 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? 4.
Method of the study This study was conducted based on quasi-cxporimental rescarch with protest, posttest, and questionnaire in order to determine the causal relationship between PART A: INTRODUCTION 1. Rationale for the study Nowadays, English is a vorpulsory subject in the school purieuhm in Vietnam, and the teaching and learning of that international language has been recently paid great attention to. Together with teachers” help and guidance, students have to try their best to master 4 language skills: reading, writing, listening and speaking in order to communicate in English successfully. Among these four skills, reading skill is an essential skill for further leaning.
Especially, reading text summary skills after reading is very beneficial lo students to gam better understanding and memorizing of the text. ‘hus, students can consolidate or reflect upon what has been read and relate it to their awn knowledge. In addition, reading toxl summary contnbutes enormously to develop wriling, speaking and listenmg skills. However, reading text summary is not easy for students to do.
It needs more useful techniques to help students summarize texts easily. Because there are still a large number of students having poor reading comprehension not only in rural areas but also in urban ones. As a leacher of Ly Thuong Kiet high school (LTKHS), T find that leaching and leaming reading comprehension hore still focus on grammar, vocabulary and structures. Ilence, students always find it difficult to understand the content of the reading text, to find the main idea, synonym or antonym of the words, and general message of the text and most of them lack of motivation to read.
Beside that, there are still many teachers who seem not to pay enough attention to the importance of teaching reading text summary in post reading stage due to the limited time.
