Some experiences in eliciting students of grade 7 study and use vocabulary effectively by using mind maps" (New English Textbook)

	1. INTRODUCTION
1.1. Reasons for choosing the research 
English is an international language which has developed quickly. It is a subject that features regularly on study timetables all over the world. Every country does not want to be isolated in international communication, so it puts English in curriculum of their education at programme. In Vietnam, English is a compulsory subject at schools and it has recently been chosen as a compulsory subject in the national examination for the General Certificate of Secondary Education or GCSE for short. Besides the four skills, having a good knowledge of vocabulary is an important element in second language acquisition. By learning new words, learners can enhance their listening, speaking, reading and writing as well as improve comprehension and production in second language. Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies. One of the strategies to teach vocabulary is to apply images and review well in a structured way. Using mind maps is considered to be one of the techniques or activities which can be used in eliciting students how to study and use vocabulary more effectively.
For all the reasons mentioned above, I have decided to choose " Some experiences in eliciting students of grade 7 study and use vocabulary effectively by using mind maps " (New English Textbook) " as the topic of my experience initiative.
1.2. Aim
The study is aimed at finding the ways in eliciting students to study and use vocabulary by using mind maps for students of grade 7 at ......... secondary school effectively with the textbook English 7.
1.3. Researching object
Some experiences in eliciting students of grade 7 study and use vocabulary effectively by using mind maps " (New English Textbook) " 
1.4. Researching methods
	The writer did some steps to do this research, they are as follows;
1.4.1. Researching method to construct the theoretical basic.
1.4.2.Surveying method the reality relating to do the problem.
1.4.3. Method of collecting the data through the test and posttest;
1.4.4 . Method of analyzing the data;
1.5. New points of my experience initiative:
The research will be useful to students, teachers and researchers in the field of English language teaching and learning: students can use mind mapping (MM) model to study and use vocabulary more quickly and more effectively; teachers can understand more about the MM model and use it to teach vocabulary more effectively in their lessons; and researchers will use the study as a reliable source of reference in their research.
 2. CONTENT
2.1. Theoretical background:
2.1.1. An overview of vocabulary.
Vocabulary is a list of words in a language with their meaning (Hornby, 2000:1331). Saleh (1997:60) states that vocabulary items fall into two principle categories, they are; (1) concrete words and (2) abstract words.
2.1.1.1. Concrete Words
Saleh (1997:60) states that a concrete word is a word that the meaning can be perceived through one or more of the five senses. The meaning of concrete word can be pointed out by means of Audio Visual Aids (AVA), like realia (real things), miniatures, pictures, and demonstration.
2.1.1.2. Abstract Words
Saleh (1990:60) states that an abstract word is a word that the meaning of which cannot generally be grasped by virtue of the five senses. The notion of abstract word are like "thank" and "enjoy", its can be shown by circumlocution or translation.
2.1.1.3. Strategies of eliciting students how to study and use vocabulary.
 * Stages and techniques in eliciting students how to study and use vocabulary
a. Presenting
At this stage, the teacher presents the new words and the techniques are often used such as translation, real things, pictures, actions /gestures, definitions, situations/ examples.
b.Practicing
At this stage, the students are made to practice the new words. The techniques are 
often used such as identifying, selecting, matching, sorting, ranking and sequencing.
c.Consolidating and revising
At this stage, the techniques are often used such as ordering, rub out and remember, networks, bingo, wordstorm, slap the board, matching, noughts and crosses, what and where, jumbed words, guess the pictures
2.1.1.4. Vocabulary in English textbook grade 7.
The vocabulary in English 7 is continued to present and build up according to topics. That is why using mind maps is believed to be a good way to help students not only review the learned words but also learn the new ones.
2.1.2. An overview of mind maps.
2.1.2.1. Definition 
Buzan states that a mind map is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It is a visual map of ideas, laid out in a radial format around a central thought and it involves a unique combination of imagery, colour and visual-spatial arrangement which is proven to significantly improve recall when compared to conventional methods of note-taking and learning by rote. It needs imagination and association to activate our brain in remembering something.
Based on DePotter and Hernacki as translated into English (in Abdurrahman, 2008:153), “Mind mapping is the use of whole brains technique by using the visualization and other graphic infrastructure to make an impression”. Besides, mind mapping is one of techniques which can make the students more enjoyable and interesting in studying vocabulary.
According to Martin as translated into English (in Trianto, 2009:158) mind mapping is a concrete graphic illustration which indicates how a single concept related to other concept in the same categories. Mind mapping is a pattern which at least consists of picture, symbol and colour that will not just help the students to understand the vocabulary knowledge but also make the students feel good, enjoyable and attract their brain which at last leads them to have interest in mastery vocabulary knowledge.
2.1.2.2. Classifications
Trianto (2009:160) describes that mind mapping can be distinguished into four kinds, namely; (1) network tree, (2) event chain, (3) cycle concept map, and (4) spider concept map.
2.1.2.2.1. Event Chain 	
The event chain can be used for giving an accident order, steps in a procedure, or steps in a process. It is suitable for visualization (a) some steps in a process, (b) some steps in a linier procedure, and (c) an accident order.
Ecosystem component
 Ecosystem component
 Ecosystem component
 Ecosystem component
2.1.2.2.2. Network Tree
The main ideas made in a quadrangle and other words written in the connection line. It is suitable for visualization (a) a cause and effect relation (b) a hierarchy, (c) branch procedure, and (d) technical terms which can be used to explain some correlations. 
2.1.2.2.3. Cycle Concept Map
In this concept map, the accident combination has no final result. It is suitable to show a correlation how a combination accident is interacting to produce a group of result repeatedly. 
2.1.2.2.4.Spider Concept Map
The spider concept can be used for sharing opinion from a central idea until get more various big ideas. It is suitable to visualize (a) something which is not based on hierarchy (b) a category which is not parallel, and (d) the result of sharing opinion. 
 Example: Unit 1: My hobbies 	
Mind mapping is similar to a road makes study, work and thinking enjoyable, it can help to solve the lack of stock of students’ vocabulary in memorizing some words which are related from universal word as a key word.
2.1.3. How to make a mind map.
2.1.3.1. Parts of Mind Mapping Technique
There are some parts of mind mapping (Windura, 2008:77-86) namely; (1) central image, (2) key word, (3) basic ordering ideas, (4) branches, (4) colour and (5) picture.
2.1.3.1.1. Central Image
A central image has to describe the main idea of a mind mapping and put it on the centre of the paper. It activates the students’ right brain, strengthen the students’ memory and makes the learning activity enjoyable.
2.1.3.1.2. Key Word
A key word is a word that can lead a sentence or an event. Identifying a familiar word in one’s own language or another language that sounds like the new word and using only one key word per line. It is as an urge to remember a lot of words for the students. It is a strong noun or verb that creates an image to recall the memory.
2.1.3.1.3. Basic Ordering Ideas
Basic ordering ideas are the branches that collect sort information and it is connected to the central topic that radiate out from the centre. Making basic ordering ideas which can direct our mind to make a mind map and it needs the creativity that encourages the students to understand to the material. It is thick and thinner at the ends. It can be seen as headings for your topic and spread anywhere but do not become steep.
2.1.3.1.4. Branches
The branches should be curvy and in the same length as the words or pictures above it. These branches can be seen as sub headings. It is thinner branches and containing details.
2.1.3.1.5. Colour
Colour is a very good memory sign and it involves the right brain in learning for long term memory. Colours encourage creativity and help in memorization. Adding plenty of colours via branches, map background and images will add life to your mind map. It makes easier to comprehend and remember.
2.1.3.1.6. Pictures
In mind mapping, pictures which can change or strengthen a key word that has been written before.
* The Criteria of Making Mind Mapping Technique
Based on what Buzan (in Purwoko, 2005:20) states that the mind mapping uses colors and pictures to help constructing your imagination with your style in making mind maps. Words or pictures which are in the curvy lines or branches will help the students’ memory to make associations. 
Moreover, Buzan (in Purwoko, 2005:20) explains the steps below in how to make a mind map, they are presented below;
Step 1. Take a piece of white paper and it is in a landscape position.
Step 2. Start by drawing a coloured image in the centre of the paper and write the key word with capital letters.
Step 3. Choose a color and draw the main themes of the mind map on the thick branches radiating out from the central image.
Step 4. Add other main themes branches around the map.
Step 5. Make thick and colourful branches spanning out from your mind map.
Step 6. Write basic ideas about the key word and still use the capital letters.
Step 7. Add an image to all the main branches to represent each key theme and also use images to visualise every important key word on your map.
Step 8. Let your mind map be as imaginative as possible.
2.1.4. The applications of mind maps in eliciting students how to study and use vocabulary effectively
2.1.4.1. Using mind maps in eliciting students how to study and use vocabulary 
One of the simplest ways how to use a mind map is gathering and sorting new vocabulary. The example shows sources of energy vocabulary organized in 2 groups. Students find it much easier to memorize the words which they are placed in a certain spot, connected to a certain topic. 
Example: Unit 10: Sources of energy
2.1.4.2. Using mind maps to elicit students how to take notes and plan tasks. 
 Another way of using a mind map is giving students a task where they have to display a summary of some topics, for example, My favourite food and drink. Each bubble may contain more than one word or even a phrase. This mind map can be used by the students in the classroom for making a short speech or a comment about his favourite food and drink. If a mind map is created by the teacher and shown at the lesson, it can be used as a basic for classroom discussion or a writing task.
Older students may use a mind map for outlining their report or an essay.
Example: Unit 5: Vietnamese food and drink
2.2. Problematic situation of studying and using English vocabulary at my school.
2.2.1. Advantages
My school is one of the best schools in Tho Xuan district with a lot of outstanding achievements. Teaching and learning English are more and more attached here.
2.2.1.1. About the teachers of English.
At my school, there are two English teachers aged from 34 to 36. Both of us were trained at Hong Duc university. Everyone has been teaching English for over 10 years. We are all young, enthusiastic, active, creative and willing to devote to teaching career. Both of us can apply new teaching method, the information technology, teaching aids to teaching skillfully. We are also familiar with the techniques of teaching and eliciting vocabulary.
2.2.1.2. About the students.
All of the students have learnt English for 3 years at primary schools. Most of them are obedient and dutiful. They also know how important the English is and they are also familiar with the different ways of studying and using vocabulary.
2.2.2. Disadvantages.
Besides the advantages above, eliciting for students how to study and use English vocabulary also have some difficulties.
2.2.2.1. About the teachers.
Some teachers still face a number of difficulties in the implementation of certain operations, teaching techniques of each lesson, each stage of the lesson or the combination of the teaching techniques.
Some teachers are still afraid of using or even do not use teaching aids proficiently for the lesson (For example: laptop, projector, cassette, CD,...).
In eliciting vocabulary, some teachers do not use the different techniques. They often list the new words on the board then explain them and do not revise the words at all, which is not easy for students to learn the words eagerly, quickly, and permanently.
2.2.2.2. About the students.
Although all of the students have learnt English for 3 years at primary schools, they are different from levels. A number of them are only good at grammar, not at speaking, reading, writing and listening. Moreover, their vocabulary is very poor. That is why they do not have enough vocabulary to express their ideas in writing and speaking and they do not understand what they hear. Consequently, the way to present the vocabulary is very important to make sure that they remember the pronunciation, understand the meanings, usages of the new words, the connected words for a long time. 
2.2.2.3. Specific survey. 
 In the process of teaching, I have been given the duty to teach grade 7. With 
the awareness of researching and studying the situation of students’ learning the subject and learning from experience, right since the beginning of the school year, I outlined a specific plan and method to actively investigate the situation of students’ learning in my classes. Though the investigation in four skills, I realized that most students are neither recognized nor sure about the vocabulary they had listened in listening skill. Hardly did they use the right vocabulary to express their ideas in speaking and writing skills. In reading skill, they had difficult understanding the text because of a number of new words. Before applying the experience initiative in eliciting students of grade 7 to study and use vocabulary for Unit 1: Hobbies, I asked SS to write hobbies of Unit 1 and make up sentences with them in 10 minutes . The survey result as follows: 
Class
Total number of students
hobbies & sentences
9-->10
hobbies & sentences
7-->8 
hobbies & sentences
5-->6
hobbies & sentences
3-->4
hobbies & sentences
<3
No
%
No
%
No
%
No
%
No
%
7A
34
3
8.8
10
29.4
15
44.1
5
14.7
1
2.9
7B
34
5
14.7
10
29.4
12
35.3
6
17.6
1
2.9
Total
68
8
11.8
20
29.4
27
39.7
11
16.2
2
2.9
2.3.Some solutions to solve this problem.
2.3.1. Gathering new vocabulary.
Teachers can use the technique to teach verbs, the different forms of verbs, the different parts of speech of words, the different meanings of words, words related to a subject, collocation words (words that are commonly used together) and so on. By using the technique, students will revise the words they have learnt and learn the new ones from their teacher as well as their friends. They will also have their own maps of different tasks at home. 
Example: Unit 11: Travelling in the future
1.1.1. The steps of eliciting.
2.2.3.1.The steps of eliciting:
Step 1: Make a central image/topic in the centre of the paper. Colour and add something interesting.
Step 2: Draw some basic ordering ideas, spread out from the central image/topic.
Step 3: Thinking of all something interesting as much as possible and funny for you and it can be connected with the central image to give you the inspiration.
Step 4: Add some branches to the basic ordering ideas using symbols, pictures, and colours as much as possible.
Step 5: Thinking of the details which are interesting and it can encourage your curiousity. Add to your mind map.
Step 6 : Continue it until you have adequate information for your mind map.
2.2.3.2. Example Unit 8: film
2.3.2. Sorting new vocabulary.
Teachers can use the technique to teach synonyms, antonyms and so on.
2.3.2.1. The steps of eliciting.
Step 1: Make a central image/topic in the centre of the paper. Colour and add something interesting.
Step 2: Draw some basic ordering ideas, spread out from the central image/topic.
Step 3: Thinking of all something interesting as much as possible and funny for you and it can be connected with the central image to give you the inspiration.
Step 4: Add some branches to the basic ordering ideas using symbols, pictures, and colours as much as possible.
Step 5: Thinking of the details which are interesting and it can encourage your curiousity. Add to your mind map.
Step 6 : Continue it until you have adequate information for your mind map.
2.3.2.2. Example: Unit 8: Films 
Using mind map to sort adjectives of attitude
2.3.3.Implementing the word mapping through reading. 
By using the technique, students will not only study the new words actively but they will also understand the text easily.
* The steps of eliciting:
Step1. Select words for vocabulary instruction. Prepare for vocabulary instruction by carefully selecting the words to be taught. Choose words by considering the reading and the words that are keys to understanding the text.
Step 2. Project a blank word map on the screen. Model how to construct a word map and demonstrate to students how to use the word maps for building and exploring word relationships.
Step 3. Write the key words on the word maps. In each blank, write and say the key word that will be taught.
Step 4. Use a think-aloud to model how to explore relationships between words. Use the think-aloud strategy to (a) demonstrate how to explore word relationships; (b) think about the meaning of the key word or related words; (c) model how to further the meaning of the word by examples and nonexamples, or synonyms and antonyms, of the word; (d) find the definition of the word in a glossary or dictionary and find its use in context or a discussion with another student about the word’s meaning; and (e) draw a picture of the word to illustrate its meaning in context.
Step 5. Record ideas that have been used to explore the word meanings and relationships. During the think-aloud, record information about the word in the appropriate space on the word maps.
Step 6. Students are directed to use the word maps during and after reading to add information about the key words. Students use the word maps for recording new information while they are reading. After reading, they may further develop their word meanings by looking for dictionary definitions, drawing pictures of words, and adding new words from their readings.
Step 7. Students share their maps with others. Have students share their maps with the class. During this sharing period, students use the information on their word maps to develop and expand the class map. Students write new information on the group map and a