USING MIND MAPS IN TEACHING ENGLISH GRAMMAR TO GRADE-10 STUDENTS

Abstract

Language teachers have already employed mind mapping techniques to encourage their students to learn vocabulary. The current study aimed at investigating the effectiveness of using mind mapping on grade-10 students’ grammar learning. The sample of the study consisted of 20 students from grade 10 at Thai Nguyen High School for Gifted Students, who were equally divided into two groups (experimental and control). The research was conducted based on mixed methods since it employed experimental, qualitative and quantitative methods. First of all, an experiment was carried out to examine the impact of mind maps on grade 10 students’ mastery of English grammar. The results of the experiment showed that there are statistically significant differences in the mean scores of the experimental and control groups in the grammar posttest due to the use of mind mapping in favor of the experimental group. Along with the experiment, classroom observation was carried out to gather data related to students' reaction and attitudes in grammar lessons. Finally, questionnaires were administered before and after the experiment to collect learners’ problems related to learning grammar as well as their feedback toward using mind maps in grammar classes. Based on the findings, the research provided suggestions that help students and teachers use mind maps in learning and teaching grammar successfully.