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TESL Primary Education (Implementation and Reporting)
TSL 3153 Action Research II
Using mind mapping technique to improve vocabulary of Year 3 Shukoi pupils






NAME : NURLIYANA BINTI MOKHTAR
CLASS : PISMP 8.10
SUBJECT : ACTION RESEARCH II (TSL 3153)
LECTURER : MR YAHYA BIN OMAR
SUBMISSION DATE : 5th SEPTEMBER 2014

RESEARCH TITLE:
Using mind mapping technique to improve vocabulary of Year 3 Shukoi pupils

RESEARCHER’S NAME:
Nurliyana binti Mokhtar


INSTITUTE NAME:
IPG KAMPUS PENDIDIKAN ISLAM, BANGI, SELANGOR








1.0 INTRODUCTION
English is the second language used and learnt by the pupils at school. Those who can
speak and understand English well, they are special. It is because not so many of the pupils come
from a family who practice English as their second language at home.
English subject at primary school is divided into five skills which are Listening &
Speaking, Reading, Writing, Language Art and Grammar. However, vocabulary knowledge
plays the main role in order to master the language.
Pupils face lot of problems in learning English as their mastery in vocabulary knowledge
is poor. Pupils do not understand the text they read as they do not know the meaning of each
word written. Besides, pupils also are not able to write well because of their limitation in words.
Due to that, they keep asking the teachers to give the translation of the words they want to have
in their writing. Moreover, pupils also face the difficulty in speaking. They do not like to speak
as they do not know what to talk about.
Without vocabulary, structures and functions cannot be used for comprehension
and communication. This view that vocabulary is an important aspect of second
language learning is reflected in the Malaysian syllabi for English at both the
primary and secondary levels (ELT Methodology Principles and Practice, 2005).

In order to ensure the pupils master all the four language skills (listening and speaking,
reading and writing), teacher should have an interesting technique to be applied in teaching and
learning vocabulary.


1.1 REFLECTION ON TEACHING EXPERIENCE/THEORETICAL FRAMEWORK
I have gone for a practicum about three months. It started from 27th January until 25th
April 2014. During this third practicum, I have been given a responsibility to teach Year 3
pupils. In fact, I have been teaching Year 3 since first and second practicum. When I was given
the responsibility to teach Year 3 again, I was very happy and glad to have different experience
of teaching Year 3 from different schools with different pupils‟ background and problems in
learning.
During first and second practicum, I got a chance to teach first class. Most of the pupils
are in advance level. They are able to read and write very well. Some of them are able to speak
English well because they are trained to speak English by their parents. In fact, it was a challenge
to teach advance pupils because I had to be careful with my English during teaching and learning
process. Sometimes, they could detect my grammar errors in my communication. Due to that,
they would spontaneously correct my errors. As for me, I did not feel offended when they
corrected my errors in speaking because it is a learning process plus it happened quite seldom.
For the third practicum, I was given the responsibility to teach pupils from Year 3
Shukoi. According to GPK 1, the pupils are mostly in intermediate level. But, I took it as a
challenge also. It is because teaching intermediate pupils is not easy compared to advance pupils.
Intermediate pupils need more attention from their teacher in learning as their motivation and
interest of learning is low. Besides giving extra attention, I should monitor and guide them if
possible.

Before I entered Year 3 Shukoi class, I did ask their English teacher to know more about
the pupils. According to their teacher, she said that they are good in class. They also love to do
activities that could make them enjoy during the lesson. The teacher also advised me not to
depend on the textbook too much as the pupils are quite slow in learning. The contents could be
taken from the textbook but she advised me to deliver them in such interesting ways to attract
their attention and interest during the lesson. Otherwise, they will not pay attention to the lesson
if it is bored or uninteresting as their motivation and interest to learn English are low.
At first thought, I assumed that pupils are good since most of them gave positive
responses and attention during first interaction with them. However, it was an assumption. I
might face an unexpected situation during teaching and learning process.
After one week of teaching, I could identify some of them started to show their negative
attitudes. During the lesson, they did not pay attention. They could simply have a chat with
friends in their group. Besides, they also did not finish the homework given. One day, I was very
disappointed to hear that one of the pupils said that their previous teacher was the best. It was
clearly shown that she did not like the way I taught them compared to their teacher who loved to
draw on the whiteboard, having fun activities with them and care about them so much.
Their negative attitudes made me thought of some questions. The questions like „Am I
good as their teacher?‟, „Is my lesson interesting?‟, and „Am I giving them what they need?‟
were always came across my mind. However, I tried my best to be as good as their teacher by
improving my teaching style from day to day to attract their attention towards my lesson during
teaching and learning process. In conjunction, I tried to understand their problems in learning as
well as being friendly to be closed to them.
Within three months of teaching them, I could identify a problem in which they could not
remember the words taught based on the topic. For example, I was teaching a topic “Being
Healthy” previously. In the topic “Being Healthy”, the pupils have learnt the categories of food
that can make them healthy such as fruits, bread and cereals, meat and fish, vegetables, desserts
and drinks. However, each category has its own examples in which the pupils have to learn and
remember the words taught. When I asked them to name the examples of food according to their
groups or categories, they would take much time to recall the words they have learnt.
I made a routine in which I asked the pupils to say the words they have learnt in previous
lesson loudly. Then, I wrote the words said by the pupils on the whiteboard. Based on the
observation, I noticed that the same pupils gave respond every time I asked them to say the
words they remembered. When I asked the other pupils, most of them could not say even a word
unless their friends helped them only then they could say the words.
Besides asking them to say aloud the words they remembered, I asked them to list down
as many words they could remembered related to the topic taught on a piece of paper. So, they
would write the words individually without having a help from their friends.
During observation, I could see that some of them would just stare at the blank paper
without writing a word. They also took much time to write the words. Some of them disturbed
their friends while doing work. When I collected their paper to be checked, I found that the
number of words written were not up to my expectation. Besides, their spelling also made me so
disappointed. It was like I never taught them the correct spelling of words.
During teaching and learning process, I have used Power Point to teach new words to the
pupils. Through Power Point, words and pictures could be shown appropriately and seen clearly
by the whole class. Power Point made my works easier as I just to prepare a few slides with
words and pictures to be projected using LCD projector.
However, Power Point has its limitation in which I cannot use it all the times if
unexpected situation happens. There is only one LCD projector in school. When other teachers
used for their teaching and learning process, I could not use Power Point as teaching and learning
materials unless I have booked it earlier.
I thought that Power Point can help the pupils to remember words learned but it was not.
In my opinion, the pupils might have short-term memory in which they could not store and
remember words in their mind for a long time. In conjunction, I did not blame the pupils for not
be able to remember words learned as teaching strategy can be varied to achieve the main
objectives.
Based on the problems occurred, the pupils‟ vocabulary could not be improved well. In
learning vocabulary, it is not about knowing a word but remembering it and then using it. In
order to remember words learnt, memory sensory plays the main role. New words learnt by
pupils in class should be stored in their long-term memory to be remembered.
The Anglo-Saxons regarded vocabulary as a „word-hoard‟ or a store of words
which is to be owned and treasured. To the Chinese, however, it is a sea of words
to be fished (ELT Methodology Principles and Practice, 2005).

Dellar and Hocking in (Thornbury, 2002, p. 13) says that “If you spend most of your time
studying grammar, your English will not improve very much………………………………You can
say very little with grammar but you can say almost anything with word.”
Moreover, Thornbury (2002, p. 23) adds, “The learner needs not only to learn a lot of
words, but to remember them.”
According to Cambridge Advanced Learner‟s Dictionary Online, vocabulary is defined
as a) all the words that a person knows or uses, b) all the words in a particular language, c) the
words that people use when they are talking about a particular subject and d) a list of words with
their meanings, especially in a book for learning a foreign language.
To master all the language skills, vocabulary knowledge are important for the pupils to
know while English teachers should have a technique that can make the pupils interested in
learning vocabulary. Techniques were the specific activities manifested in the classroom that
were consistent with a method and therefore were in harmony with an approach as well (Brown,
2005, p.14). There are many techniques can be applied to make the pupils interested in what they
are learning especially in learning vocabulary.
The problems mentioned above made me thought of my teaching. I should use an
effective method to make the learning meaningful. Method was described as an overall plan for
systematic presentation of language based upon a selected approach (Brown, 2005, p.14). Brown
(as cited in Richards and Rodgers, 1982, p.154) stated that method was “an umbrella term for the
specification and interrelation of theory and practice.”
There are many ways to encourage vocabulary learning among the pupils. In class, I
taught new words to the pupils through multi-sensory teaching. Through multi-sensory teaching,
I wrote the words, said the words, used gestures, facial expression, mime and signs to convey the
word meanings and use visuals.
Writing the words bigger on the flashcards helps the pupils to know the correct spelling
of words. Besides, saying the words also helps the pupils to know the correct pronunciation of
words taught.
I also use gestures, facial expression, mime and signs to convey the word meanings. This
technique is suitable to be used when I taught verb such as run, jump, walk and adjectives such
as happy, sad or angry. Teaching vocabulary through visuals also helps the pupils to know the
words better.
Apart from that, I taught vocabulary in context. During the lesson, the pupils discussed
the pictures or stories given. In addition, I taught the words that relate to the pupils‟ real
experiences. For example, words like snow and spring may be not useful for Malaysian pupils
since they are not experiencing it. Besides, I also need to consider their personal interest. In order
to engage their personal interest and ensure effective learning, I should ensure that I select words
that they see as relevant and useful to them.
However, not all the techniques suggested are suitable for the pupils. They may vary
according to the pupils‟ level (beginning, intermediate or advanced) as well as the degree of their
motivation. I should adapt and adopt the techniques to suit with the pupils‟ level so that the
learning becomes meaningful.
In this research, I would like to help my pupils to remember the words they have learnt
by giving them the opportunities to group words together from general to specific such as parts
of a house, body or classroom.
So, I have suggested a technique in which pupils learn vocabulary through mind mapping
technique. Rivers in Thornbury (2002, p. 144) states that that vocabulary cannot be taught, it can
be presented, explained, included in all kind of activities and experienced in all manners of
associations……but it is ultimately are learned by the individual.”
The main purpose of this technique is to help the pupils develop their thinking by
categorizing and grouping into related ideas. Thornbury (2002, p. 18) says, “Acquiring a
vocabulary requires not only labeling but categorizing skills.” Besides, it is to help the pupils to
memorize the words easily to improve their vocabulary proficiency.
I hope that this technique can help the pupils to acquire the vocabulary better. Besides,
the pupils will acquire vocabulary in a meaningful and contextual way. They also can learn how
to be creative in order to make their mind maps look interesting and easy to understand.
Moreover, they only need to have a piece of blank paper and color pencils to come out with a
mind map. In addition, they can keep their mind map in a file so that they can read and
remember all the words written there. The most interesting, mind map can be used for all
subjects and topics.
Besides, I also hope that mind mapping technique can help me to improve my teaching
practice. I believed that mind map is one of the techniques that can be used to teach vocabulary
and encourages pupils to memorize words learnt well. They might encounter the word “mind
map” but they do not really know the concept and the use of it in learning process. In this
research, the pupils will know the mind mapping technique better.




2.0 FOCUS OF INVESTIGATION/ ISSUE OF CONCERN

PROBLEM STATEMENT

Based on the reflection of past teaching, the pupils of Year 3 Shukoi could not remember
the words taught very well. During question and answer session, I asked the pupils to give the
name of occupations they have learnt, their duty and their workplace. Those who were good in
remembering what have been learnt would be able to say the words. But, those who faced
difficulty in remembering what have been learnt would be silent rather than trying unless their
friends gave a help to say the words.
Besides, they could not manage to achieve the teacher‟s target in writing down the words
they remember based on the topic given. At the end of the lesson, I asked the pupils to write
down ten words they could remember. Unfortunately, not all of them have ten words on their
paper. The worst thing they did was writing the words with wrong spelling. I was very
disappointed as I never teach them the correct spelling of words. Some of them would stare at
their paper without writing any words.
Previously, I did ask them to write ten words on the topic they have learnt per week in
their notebook. It was compulsory for them to write the words as I told them that it would be
checked at the end of week. They were allowed to refer to the textbook or other materials to look
for the words related to the topic so that they could have correct spelling of words.
When I checked their notebooks, I found that some of them did not complete their task
well in which they did not manage to write all ten words they have learnt. The main purpose of
asking them to write ten words per week is to help them to remember the words to improve their
vocabulary. When some of them did not manage to have all ten words per week, they definitely
would not remember words learnt.
So, I came out with an alternative to overcome the problem occurred by applying
Skinner‟s theory of learning. Writing ten words per week was continuously done by the pupils.
This time around, I told them that they would be given token if they managed to have all ten
words in their notebook at the end of week. Those who managed to have all ten words received
their token.
According to Skinner, any stimulus that can sustain individual response is known as
reinforce or reinforcing stimulus (Mok Soon Sang, 2008, p. 51). Reinforcer can be positive or
negative. Giving token to the pupils is a positive reinforcement. Reinforcement is a technique or
process in which reinforcer is used to strengthen and sustain the relevant response (Mok Soon
Sang, 2008, p. 52).
At the same time, I was hoping that these pupils learnt something from the words they
have written in the notebook not just doing it for the sake of token. Besides, I also hoped those
who did not do their work would be attracted to have all ten words in the future.
It was effective yet successful in helping the pupils to learn and remember the words
learned based on the topic taught. It was proven that they were able to say the words they
remembered if asked by the teacher. However, remembering words is not enough if they are not
linked to the pupils‟ understanding about the whole contents of the topics they are learning. Due
to that, they are not able to see the connection between each word they learn.
Those problems mentioned above are the main reasons for me to come out with a mind
mapping technique to help the pupils to learn and remember the words they have learnt based on
the topic taught so that they will improve on their vocabulary. In conjunction, this technique will
help the pupils to understand the whole contents of the topic taught.
Tony Buzan (as cited in Michael Michalko) says that mind map is “the whole – brain
alternative to linear thinking. It reaches out in all directions and catches thoughts from any angle.
Another definition, mind map is a kind of diagram which shows the hierarchical
relationship of ideas. Mind maps are brainstorming diagrams based on a central idea or image.
Mind maps use a non-linear graphical form allowing the user to build an intuitive framework
around the central idea (Retrieved from http://www.bestpricecomputers.co.uk/glossary/mind-
mapping-software.htm).
Mind map also can be defined as a visual record of new vocabulary or other content.
Vocabulary mind maps are also known as word maps or spidergrams and are organized in a way
that shows grouping or relationships between the words. For example, I write a list of words
based around the topic of food on the board. Pupils organize the words in a mind map and then
compare ideas on how they have grouped words and related them. In classroom, mind maps are
often used as a tool in the planning stage for writing exercises as learners can structure ideas and
discuss how they are related (Retrieved from http://www.teachingenglish.org.uk/knowledge-
database/mind-map).
Previously, they never learn vocabulary through mind mapping technique. So, I
introduced the concept of mind map during the lesson. I told them that mind map starts with the
main topic or theme as central idea and allows the main branches of mind mapping to represent
the main points of their thought. The branches should be curvy and in the same length as the
words written above it. I advised them to use color pencils to color the branches to make their
mind map looks interesting and easy to understand.
During the lesson, I come out with a topic on “Sports Equipment”. Previously, they have
learnt about games (indoor and outdoor) in the topic “Having Fun”. So, they might remember
some of the game names. I let the pupils to say whatever games they like and wrote the words
around the circle with branches. Then, I brainstorm them the sport equipment needed for each
game written on the mind map.

Figure 1
Based on the selection of the method, there are some criteria should be considered. The
first criterion to be considered is workability. This technique is considered as workability since
the materials needed easily be accessed by the pupils. Besides, the cost needed to teach the pupils
about mind map is reasonable to the pupils as they only need to have A4 papers. In order to make
their mind map looks interesting, they need to have color pencils. They will organize their mind
map according to their own creativity.
The second criterion to be considered is significance. I believe that the pupils will enjoy
learning vocabulary through this technique as they are given a chance to develop their thought
based on the main topic or theme given. From this activity, the pupils will easily remember the
words as it involves writing. The pupils learn better when they write. It is proved by Dustin Wax
in his article “Writing and Remembering: Why We Remember What We Write” says that writing
things down help us to remember the important stuff. This technique is expected to overcome the
difficulties of pupils‟ in memorizing vocabulary and help them to be interested in learning
vocabulary.
The third criterion to be considered is practicality. The pupils can keep their works in a
file so that they will not be missing somewhere else. By keeping their works in the file, they can
bring it anywhere to do a revision. If they think that the file burden them, they can have a double
punch hole to punch the paper and bind it together. I think that way is easy and practical for
them.
The fourth criterion to be considered is control. During the implementation of this
technique, the pupils can be controlled easily. It is because they will be busy looking for the
words they want to have on their mind map.
The next criterion to be considered is collaborative. The teacher and pupils will
collaborate as well as having two - way communication to discuss about the suitability of this
technique.
The last criterion to be considered is relevance to school. This technique is relevance to
be implemented in school because it helps the pupils to acquire and develop their vocabulary
proficiency. In addition, the cost required is reasonable to produce the pupils who appreciate
everything they learnt.
















3.0 OBJECTIVE/ RESEARCH QUESTIONS
In this research, I focus on two things: first, helping the pupils to learn and remember the
words to improve their vocabulary proficiency and second, finding out whether mind map is
effective or not to teach vocabulary. I am interested to carry out this research because I want to
help the pupils see the connections between each word in the topic they are learning besides
remembering them to improve their vocabulary. Whatever they learn in class cannot easily be
understood and remembered by their brain. Mind mapping technique is clearly interesting to give
the whole mental picture of what they are learning at the end of the lesson. In order to find out
the effectiveness of mind mapping technique, it will be analyzed based on the data collected. At
the same time, I hope that it can change my teaching practices so that the learning will become
meaningful to the pupils.
3.1 RESEARCH OBJECTIVE
3.1.1 Help the pupils to learn and remember the words to improve the pupils‟
vocabulary proficiency.
3.1.2 Identify the effectiveness of learning vocabulary using mind mapping
technique.

3.2 RESEARCH QUESTION
3.2.1 How the teacher can help the pupils to learn and remember the words to
improve the pupils‟ vocabulary proficiency?
3.2.2 How effective the use of mind mapping technique in helping the pupils to
remember words?
4.0 TARGET GROUP
This research is carried out for pupils of Year 3 Shukoi. They are nine years old. Year 3
Shukoi is the third out of four classes. The class consists of 38 pupils comprises of 23 boys and
15 girls. The pupils mostly come from a family with an average of education level. Their level of
proficiency is intermediate. However, only three pupils will be involved as target group in this
research. Their characteristics and attitudes are described as follow.
According to their teacher, they love to have some activities that could make them enjoy
towards the lesson. They cannot just sit and listen to the teacher all the time as they have low
motivation and interest to learn. In order to increase their motivation and interest, they should
have some enjoyable, interesting and meaningful activities to be done.
However, pupil A is talkative. During the lesson, he can simply have a chat with friends
in their group without having a feeling afraid of being scolded by the teacher. When he is asked
to stop talking, he will stop for a while and continue to talk. Besides, he is lazy in doing works
given. He does not manage to finish the works given within the time allocated.
The girl, pupil B is quite passive. She does not like to talk much. When I prompted
questions, she definitely will not volunteer herself to answer the questions. During discussion,
she will be silent instead of expressing ideas or opinions. She will be shy if she has to talk about
something in front of their friends.
Another boy, pupil C is quite slow in learning. He has to be monitored and guided by the
teacher. During the lesson, he will daydream. Besides, he sleeps in class if he finds the lesson
bored. When other pupils are doing their works, he will stare at his task sheet given rather than
doing it. So, I had to go to his place to guide him slowly so that he could do the works given.
In conjunction, they are also having difficulty to remember words they have learnt. These
three pupils should be helped, monitored and guided so that they will perform during the lesson
in teaching and learning process. If not, they will be left behind compared to their classmates.















5.0 ACTION
5.1 PROCEDURE OF ACTION
The action implemented in this research is designed based on a research action model. It
is Kemmis and Mc Taggart‟s (1988) model of action research. This model is completed in four
steps started with plan – act – observe - reflect. According to Dr Goh Lay Huah (2003, p.8) he
says that this model of action research is popularly used among practitioners.
Figure 2: Kemmis and Mc Taggart‟s action research model (1988)






Based on Kemmis and Mc Taggart‟s Action Research Model, the first phase involves the
initial survey towards the problems occurred followed by finding facts related to the situation
and teaching and learning style. When the initial survey has been done, a plan of action to
improve the situation and problems occurred will be implemented.
In the planning phase, I plan an action to solve the issue and problems arise. The plan of
action done can be modified if it does not suit to the situation faced. However, I should take into
account the following aspects to achieve better research goal. The plan of action should be
supported by past research especially in term of theoretical frame. Besides, I should be clearer of
the research objectives so that the action planned is able to achieve stated research objectives.
In acting phase, I implemented the action according to the plan done. However, the
implementation of action does not necessarily follows the plan done because it will depend on
the unexpected situation happened during teaching and learning process. So, I have to be creative
to modify the plan of action.
In observation phase, I made an observation on the changes of pupils‟ before and after
using mind mapping technique to help them to remember words learned. The observation can be
done through document analysis of pupils‟ work, interview or teacher‟s reflection.
In reflecting phase, I have to reflect on the findings of the research. Based on the
reflection, I can evaluate my teaching practice and make some improvements to improve my
teaching practice. It is also to evaluate the suitability of the teaching strategy and teaching and
learning materials used.
Based on the model chosen, each action follows the four steps explained above as shown
below.





Figure 3: First cycle






In plan phase, I have thought of an alternative strategy to help the pupils remember words
based on the topic learnt easily through word record keeping. It is to encourage the pupils to
write words they have learnt, memorize and remember words written.
In act phase, the pupils should write ten words based on the topic learnt once a week in
„My Sayang Book‟. „My Sayang Books‟ were collected at the end of week to be checked. The
main purpose of collecting „My Sayang Book‟ was to identify the pupils who did not write ten
words they have learnt. At the same time, they also had to memorize and remember all the words
they wrote. Before the lesson started, I took about five minutes to recall the pupils‟ memory on
what they have learnt previously. I asked the pupils to say the words related to the topic they
learnt.
In observation phase, I observed the pupils‟ improvement in vocabulary during teaching
and learning process. Those who really wrote all ten words in „My Sayang Book‟ and memorize
as well as remember words were able to give respond and participate well during the lesson. It
Using word record keeping
help pupils remember words
learnt
Pupils write ten words based
on the topic they are learning
once a week
Data are collected through
observation of the pupils‟
performance, interview and
document analysis
Some of the pupils did not
write ten words required in
„My Sayang Book‟
Some of them lose „My
Sayang Book‟
showed that some of them improved in vocabulary proficiency. Besides, data is also collected
through interview. The interview was carried out to get responses from the pupils on writing ten
words once a week. In addition, I also used document analysis of pupils‟ work to check on their
progress and performance in learning.
In reflect phase, I reflected on the strength and weaknesses of asking the pupils to write
ten words based on the topic they learnt once a week. Based on the action implemented, I found
that it was not quite effective to some pupils. It is because they did not write all ten words they
have learnt. Due to that, these pupils faced problems in remembering words.
In order to improve the action implemented in the cycle 1, I came out with second cycle.
Figure 4: Second cycle









Planning to use mind
mapping technique

Using mind mapping
technique during teaching
and learning process to help
pupils learn and remember
words easily.
Data are collected through
observation of the pupils‟
performance, interview and
document analysis
Pupils were able to
remember words they have
learnt based on the topic
taught easily
Pupils also understand the
contents of what they are
learning because they can
see the connection between
each word

5.1.1 Initial survey
I have identified the pupils who faced problems in remembering words they have learnt. I
have surveyed the appropriate strategies that can be done in order to improve my teaching
practice during teaching and learning process through reading the action research did by previous
seniors of IPG Kampus Pendidikan Islam.
5.1.2 Plan the action
I have found an idea as an alternative to help the pupils learn and remember words based
on the topic taught. It is a mind mapping technique. Memory sensory has important value in
learning vocabulary. The pupils need to be balanced in using left and right brain. Right brain is
for creativity and visualization while left brain is used for logical and rational. Surprisingly, mind
mapping combines both of the brains to understand information.
After that, I came out with a schedule of implementation before carrying out the research.
The implementation schedule is as shown in figure 3.






Figure 3: Action planning
No. Actions Implementation Period
(Dates)
1. Identify the problems and collecting the initial data
2. Write a research proposal
3. Plan the action
4. Implement the activity 1
5. Discuss the problem arise in activity 1
6. Implement the activity 2
7. Discuss the problems arise in activity 2
8. Collect the data
9. Research reflection
10. Write a research report
11. Present the findings of the research

5.1.3 Implement the action
A careful and organized planning has been done to help the pupils to learn and remember
words they have learnt based on the topic taught. As the solution to the problem occurred, I have
introduced mind mapping technique to the pupils to improve on my teaching strategy. There
were few activities and steps of action implemented along the process of this action research.

Activity 1: Introducing the concept of mind map
In this activity, I have introduced the concept of mind map to the pupils. According to Tony
Buzan (2005, p.17), there are seven steps to make a mind map. The steps are as followed:
1. Start in the center of a blank page.
2. Use an image or picture for the central idea.
3. Use colors.
4. Connect the main branches to the central image
5. Make the branches curved rather than straight – lined.
6. Use one keyword per line.
7. Use images.
To make it simple, I showed a few examples of vocabulary mind maps to the pupils using LCD
projector so that they could see them clearly. The examples shown are as follow.
Figure 4: Mind map on food

Figure 5: Mind map on home





Figure 6: Mind map on clothing

Activity 2: Teach and guide the pupils to come out with a mind map on the topic of „Ride in
Safari Park‟
In this activity, the pupils used their textbook as learning sources. The pupils write the main topic
„Ride in the Safari Park‟ in the middle of blank paper provided to them. From the main topic,
they made six main branches. Then, they write the keyword of the animals name on each main
branch made. After that, the pupils drew two further branches radiating from each of their
keywords to connect the name of food the animal eat and types of animal. Previously, I have
taught them the types of animals that eat meat (carnivore), plants (herbivore) and both of meat
and plants (omnivore). The examples of pupils‟ mind map are as below.

Figure 7: Mind map of pupil A








Figure 8: Mind map of pupil B









Figure 9: Mind map of pupil C
Activity 3: Exercise
The pupils were given an exercise in which they had to complete the tables given with suitable
words. Previously, I asked the pupils to memorize and remember the topic based on the mind
map done very well because they were going to do the exercise given. The main purpose of
asking them to memorize and remember the topic well is to know how good their memory are
and to what extent this mind aping technique can help them to improve in vocabulary
proficiency.


5.1.4 Observation
Based on the mind maps shown above, I found that the pupils have understood the
concept of mind mapping technique. To make it more interesting, the pupils have to use colors
rather than pencil. According to Tony Buzan (2005, p.17), he states that colors are as exciting to
your brain as are images because color adds extra vibrancy and life to your mind.
Through mind maps done, the pupils were able to see the connection of each word as
well as the contents of the topic learnt. When I prompted a few questions related to the topic,
they were able to give respond. From the questions prompted, they looked ad their mind map to
find the correct answer.
Besides, they also were able to complete the exercise given within the time allocated.
Three of them wrote the correct answers in the table provided although their spelling of words is
wrong. As for me, it was a good improvement as they could remember words well whereas their
spelling could be improved slowly during the lesson.
5.1.5 Reflect
In this reflection phase, I have done a reflection on the strength and weaknesses of using
mind mapping technique to improve the pupils‟ memory in learning vocabulary. Based on the
observation, I could see that they were enjoying learning vocabulary using this technique. They
could be more creative, remember better and see „the whole picture‟.



5.2 DATA GATHERING METHODS
In this research, I used three data sources which are observation, interview and document
analysis of pupils‟ work.
5.2.1 Observation
According to Dr Goh Lay Huah (2013, p.77), she says that observation involves the
researcher or an observer making observations. The observation was carried out before and after
using mind mapping technique to help the pupils to remember words learned. The main purpose
of doing observation before and after using mind mapping technique is to evaluate whether it is
effective or not. During observation, I have used an observation checklist form to identify the
changes shown by the target group before and after using mind mapping technique.
Table 10: The observation checklist
Target group Pupils are able to
remembered words
learned
Pupils are able to write
words they remembered
Pupils are able to
write words with
correct spelling
Pupil A
Pupil B
Pupil C



5.2.2 Interview
The interview is defined as „a two-person conversation initiated by the interviewer for the
specific purpose of obtaining research-relevant information, and focused by him on content
specified by research objectives of systematic description, prediction or explanation‟ (Cannel &
Kahn, 1968).
There are three types of interview. They are structured, unstructured and semi-structured
interview. In structured interview, set questions are asked and the answers recorded on a
standardized schedule. In unstructured interview, the interview lets the conversation develop
within a general area of interest and concern. In semi-structured interview, the interview has a
prepared set of questions (Dr Goh Lay Huah, 2013, p. 83).
In order to support this research, I collected data through semi- structured interview with
my target group. I choose to carry out semi-structured interview because I wanted to get in-depth
responses on the topic of interest.
The interview session was carried out before and after using mind mapping technique in
remembering words learned. This interview session was carried out to obtain the responses from
the pupils regarding the mind mapping technique in improving their memory and teaching
practice. The interview questions are as follow.




Before using mind mapping technique
Topic: Using mind mapping technique to improve vocabulary
Date: Time of interview:
Place:
Interviewer: Interviewee:

Thank you for spending your time with me. I would like to ask you some questions regarding
mind mapping technique that I have introduced to you. This interview will help me to conduct
my research
Interview Questions
1. What techniques your teacher has used to teach vocabulary?
2. Have you ever heard of mind mapping technique?
3. Have you ever been taught vocabulary through mind mapping technique?


Before I introduced mind mapping technique to the pupils, I carried out an interview
session to get their responses based on three questions asked. Based on the first question, I would
like to know the techniques used by their teacher in teaching vocabulary. Moreover, second
question was asked to know about their knowledge on mind mapping technique. Last question
was asked to know their experience of learning vocabulary using mind mapping technique.


After using mind mapping technique
Topic: Using mind mapping technique to improve vocabulary
Date: Time of interview:
Place:
Interviewer: Interviewee:

Thank you for spending your time with me. I would like to ask you some questions regarding
mind mapping technique that I have introduced to you. This interview will help me to conduct
my research
Interview Questions
1. Do you know what mind maps are after the lesson?
2. What do you feel after learning vocabulary using mind map technique?
3. Are there any difficulties in learning vocabulary with mind map technique?
4. Do you like to learn vocabulary using mind map technique?


Based on the interview schedule above, there are four questions asked to the target group.
The first question was asked to the pupils to know about their knowledge on mind map. In the
second question, it was asked to know the pupils‟ feelings after learning vocabulary using mind
mapping technique. Based on the third question, I would like to know whether they faced
difficulty or not in doing mind map. Last but not least, I would like to know their interest in
learning vocabulary using mind map.
5.2.3 Document analysis of pupils‟ works
In order to know the pupils‟ achievement, task sheets were given during teaching and
learning process. At the end of the teaching and learning process, the task sheets given were
collected to be checked. By doing this, I was able to identify the pupils‟ mistakes and
carelessness done.













6.0 ANALYSIS AND DATA INTERPRETATION
In this section, I will discuss on how data collected through observation, interview and document
analysis of pupils‟ works are analyzed and interpreted based on the research objective.
6.1 Observation data
In order to get better research findings, I have carried out an observation method as one of my
research evidence. The observation was carried out before and after learning vocabulary using
mind mapping technique.
6.1.1 Observation data (before)
Table 11: Observation data (before)
Target group Pupils are able to
remember words learned
Pupils are able to write
words they remembered
Pupils are able to
write words with
correct spelling
Pupil A X X X
Pupil B X X X
Pupil C X X X




6.1.2 Observation data (after)
Table 12: Observation data (after)
Target group Pupils are able to
remember words learned
Pupils are able to write
words they remembered
Pupils are able to
write words with
correct spelling
Pupil A / / /
Pupil B / / /
Pupil C / / /

6.1.3 Analysis of observation data
Based on the finding of the research done, I found that the pupils improve a lot after using mind
mapping technique to remember words learned. Before using mind mapping technique, pupils
did not remember words they have learnt. Besides, they were not able to write words they
remembered and write the words with wrong spelling.
However, after using mind mapping technique, they were able to remember words learned. In
conjunction, they were able to write the words they remembered as many as they could and write
the words with correct spelling.
Based on the observation done, they improved a lot compared to previous. It is clearly shown
that this technique is effective to be used by the pupils who have a difficulty in remembering
words learned.
6.2 Analysis of interview
I have carried out an interview session with my target group after learning vocabulary using
mind mapping technique. The interview session was carried out during recess time in teacher‟s
room. I decided to interview three of them during recess time because it was fasting month
which is they did not go to the canteen to eat. So, I spent a little bit of their time to know about
their responses based on the questions asked during interview session. The pupils‟ answers were
written in the interview form prepared.
6.2.1 Analysis of data before learning vocabulary using mind mapping
technique
Question 1: What techniques your teacher has used to teach vocabulary?
Pupil A: Teacher A uses flashcards and pictures
Pupil B: Sometimes, teacher A draws pictures on whiteboard
Pupil C: Teacher A uses Power Point

Question 2: Have you ever heard of mind mapping technique?
Pupil A: No
Pupil B: No
Pupil C: (keep silent)

Question 3: Have you ever been taught vocabulary through mind mapping technique?
Pupil A: No
Pupil B: No
Pupil C: No

Based on the first question, I found that their teacher uses flashcards and pictures,
drawing pictures on whiteboard and use Power Point to show words and pictures. In my opinion,
the teacher might do not have sufficient time to teach them using mind mapping technique.
However, all the three pupils said that they loved the way their teacher taught. It shows that
whatever techniques the teacher use in classroom can make them interested to learn.
Based on the second and third questions, I found that all of them never heard of mind
mapping technique. Besides, they also never learn vocabulary using mind mapping technique. It
is clearly shown that they have not been exposed to mind mapping technique in learning
vocabulary as well as remembering words learned.
Their responses in this interview made me so motivated to introduce mind mapping
technique in learning vocabulary as well as remember words learned. I really appreciated them
for being honest with me.








6.2.2 Analysis of interview data after learning vocabulary using mind mapping
technique
Question 1: Do you know what mind map is after the lesson?
Pupil A: Yes, I know it teacher.
Pupil B: Yes, I know it teacher.
Pupil C: Yes, I know it teacher.

Question 2: What do you feel after learning vocabulary using mind map technique?
Pupil A: I am able to memorize and remember the words.
Pupil B: It is fun….easy to memorize the words.
Pupil C: I can read, memorize and remember the words.

Question 3: Are there any difficulties in doing mind map?
Pupil A: No, it is easy to do it.
Pupil B: I can do mind map.
Pupil C: At first, it is hard but eventually I can do it.

Question 4: Do you like to learn vocabulary using mind map technique?
Pupil A: Yes, I like it.
Pupil B: I like it very much.
Pupil C: (nodding his head)

Based on the interview, all the three pupils gave positive responses towards the questions
asked. As stated earlier, the first question was asked to the pupils to know about their knowledge
on mind map. Previously, they told me that they never learn vocabulary using mind mapping
technique. After learning vocabulary using mind mapping technique, they were able to say that
they knew what mind map was.
In the second question, it was asked to know the pupils‟ feelings after learning
vocabulary using mind mapping technique. Pupil A said that he was able to memorize and
remember words from the mind map done. Besides, pupils B said that doing mind map was a fun
activity while pupil C said that he could read, memorize and remember words.
Based on the third question, I would like to know whether they faced difficulty or not in
doing mind map. All of them told me that doing mind map was easy. At first, they found that it
was difficult to do mind map based on the topic they have learnt but eventually they could
overcome the problem since I always practiced mind mapping technique in classroom to give
them the exposure about mind map. When they go for their higher education, they have the
knowledge of mind mapping technique in their mind.
Last but not least, I would like to know their interest in learning vocabulary using mind
map. All of them liked to learn vocabulary using mind mapping technique. It could be seen
through their works. They did their mind map and organize the words nicely. If they did not like
to learn vocabulary using mind mapping technique, they definitely did not has an interest to do
mind map.
Through interview carried out, I was able to know their current knowledge about mind
map, their feelings after learning vocabulary using mind map, their difficulty in doing mind map
and their interest in learning vocabulary using mind map. Overall, I satisfied with the pupils‟
responses. At the same time, I really appreciated them for their time and cooperation.
















6.3 Document analysis of pupils‟ work
Dr Goh Lay Huah (2012, p. 82) says that “if you were able to show students‟ changes
through their artifacts, such evidences will put you in a stronger position to support your
conclusions.” The documents analyzed involved the pupils‟ work such as exercises given before
and after learning vocabulary using mind mapping technique.
The main purpose of giving them exercises is to evaluate to what extent their memory
can memorize and remember all the words learnt in class. If they demonstrate clearly good
memory in remembering words from the mind map done, they are able to complete the exercises
given well.
6.3.2 Pupils‟ work analysis
Table 13: Pupils‟ work analysis
Respondents Before
(number of
questions answered
correctly)
Percentage
(%)
After
(number of questions
answered correctly)
Percentage
(%)
Pupil A 1/6 16.7% 6/6 100%
Pupil B 2/6 33.3% 6/6 100%
Pupil C 1/6 16.7% 6/6 100%


The table above shows the results obtained from the document analysis of
task sheet given before and after learning vocabulary using mind mapping technique. Before
using mind mapping technique, the results obtained did not satisfy me as none of them were able
to get all corrects.
After using mind mapping technique, all the respondents showed an
improvement in which their percentage increased highly as they were able to get all corrects.
The increasing percentage in document analysis after using mind mapping
technique has been summarized in form of graph as shown below.





0
20
40
60
80
100
120
Pupil A Pupil B Pupil C
Before (%)
After (%)
7.0 FINDINGS
In this section, I will explain on research findings based on the data analysis obtained from the
research instruments used.
During carrying out this research, I have gone through lots of experience in teaching and learning
process. After using mind mapping technique as one of teaching strategy to teach vocabulary, I
could see positive changes towards the pupils of Year 3 Shukoi especially to the three
respondents. Due to that, it has motivated me so much to complete this research successfully and
be a good English teacher in the future.
In the earlier of this research, I have stated two research questions aimed to help the pupils
remember words learnt as well as to identify the effectiveness of using mind mapping technique
in learning vocabulary.
7.1 Research Question 1:
How the teacher can help the pupils to learn and remember words to improve the pupils‟
vocabulary proficiency?
Based on the research question above, I have introduced mind mapping technique to the pupils to
help them to remember words learnt. Through mind mapping, pupils learn from general to
specific.