1. Supervisor : Assc Prof Dr Hamidah Yamat Prepared by, Azura Binti Abdul Aziz P73939 PROJECT PAPER 1 PROJECT PAPER 1 THE USE OF MIND-MAPPING TECHNIQUE IN INCREASING STUDENT’S VOCABULARY LIST

2. INTRODUCTION Vocabulary is central to English language teaching because without sufficient vocabulary students cannot understand others or express their own ideas. Wilkins (1972) wrote that “... while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp. 111–112). Particularly as students develop greater fluency and expression in English, it is significant for them to acquire more productive vocabulary knowledge and to develop their own personal vocabulary learning strategies.

3. RESEARCH BACKGROUND One of the objectives for the Primary School English Programme is to write effectively for different purposes. Students are required to produce a piece of continuous writing in all examinations. Thus, without a good vocabulary skills the students could not come out with the good writing and excellent result in English language. For the reason mentioned above, some linguists state that the success of the teacher is often measured by the accuracy of method and technique they apply. The current study was conducted to investigate if Mind Mapping can be used as a planning strategy to help students explore and develop ideas. Therefore, using mind-mapping in classroom would give an opportunity for students to have a good model of vocabulary skills.

4. RESEARCH PROBLEM Vocabulary is one of the most comprehensive and difficult aspects of English for second language learners to master thoroughly. They should first concentrate on learning the most frequently used and therefore most important English vocabulary for their practical real life needs. Students can have various difficulties and problems in learning English. They can make different mistakes in English pronunciation, grammar, orthography and vocabulary usage. The greatest problem among them all was their ability to remember key vocabulary words in English. Most of my students had a firm grasp on the English language and could speak it fairly fluently, but they struggled when they were assigned to respond to an article, read a novel, or write their own essay.

5. RESEARCH GAP The research gaps for this study are there is no much research has been done for the use of mind mapping technique in increasing student’s vocabulary list. Most of the studies and aspects have been done were just for the secondary and university level. The mind mapping technique in increasing students’ vocabulary list in the studies are not explored yet are for the primary student. This research is going to find out and gathered how mind map can increase the vocabulary list by students. So, that is why I recommended doing this research.. Therefore, the purpose of this study is to experiment the use of mind mapping in increasing students’ vocabulary list. This paper should shed some light and provide ground information for future research in the technique use in increasing vocabulary list for students.

6. RESEARCH OBJECTIVES AND RESEARCH QUESTIONS Research Objective The objectives of the research are: 1. To see how mind mapping increases students’ vocabulary list. 2. To identify teachers’ use of mind map. Research Question Based on the statement problems, the researcher has formulated the following questions as guidelines of the study and they are as follows: 1. How does mind mapping increases students’ vocabulary list? 2. Do teachers use mind mapping?

7. LITERATURE REVIEW Students often instinctively recognize the importance of vocabulary to their language learning. As Schmitt (2010) noted, “learners carry around dictionaries and not grammar books” (p. 4). Teaching vocabulary helps students understand and communicate with other in English. Voltaire purportedly said, “Language is very difficult to put into words.” I believe English language students generally would concur, yet learning vocabulary also helps students master English for their purposes. The mind mapping strategy is one of the teachers’ strategies in teaching. Not only Mind Maps show facts, but also show the overall structure of a subject and the relative importance of individual parts of it. It helps students to associate ideas, think creatively, and make connections that might not otherwise make, Tony Buzan (2010).

8. METHODOLOGY RESEARCH DESIGN This study uses a Quasi Experimental Research Approach. It adopts the two groups of experimental design. The study attempts to identify the use of mind mapping technique in vocabulary among groups. The collected quantitative data is acquire from the pre test and post test to measure the differences in performance of respondents for both tests according to the total of the vocabulary list that they can give in both tests given to them.

9. POPULATION AND SAMPLING The samplings are the year 6 UKM students of SK Telok Kemang, Port Dickson, Negeri Sembilan. There will be 38 students involved in the study which will comprise of 18 females and 20 males students. The samples are taken by using Purposive Sampling. In this study, it means that only one class, 6 UKM are taken as a sample. They will be divided into 2 groups that is experimental group and control group. Basically they are considered weak or below average in their English subjects because of their vocabulary knowledge. It was clearly seen from their examination result for English language. Most of them got B and C for the examination.

10. RESEARCH INSTRUMENT The research instrument use consists of pre-test and post- test. 1. Pre-test will be given to the students to check their ability in English vocabulary before applying mind mapping technique. 2. Post-test was given to the students to know their English vocabulary ability after applying mind mapping.

11. RESEARCH PROCEDURE The researcher will send a consent letter to the headmaster of the school to get the permission to carry out this research in SK Telok Kemang, Port Dickson, Negeri Sembilan. After getting the approval from the Headmaster of SK Telok Kemang, the respondents will be briefed on the aim of the study and their roles in the coming weeks. At the end of the session, the respondents will be asked to sit for their pre-test. The duration of the pre-test will be in 15 minutes. After that, the subjects will be introduced to the intervention programme and the programme last for four weeks. At the end of the programme, the samples sit for the post-test

12. DATA ANALYSIS The collected quantitative data will be acquired from the pre test and post test to measure the use and the differences in performances of samples for both tests according to the total of vocabulary list that they can get from both tests. The score for pre-test and post- test will be keyed in. The presentation of the data complement the quantitative data obtain in the study. The data of the score that the students of 6 UKM get from their pre test and post test will be shown in the table. A conclusion will be made based on the collection of data.

13. RELIABILITY AND VALIDITY To consider the reliability in this study, the researcher uses the set of two standard questions and each is of equal standard to one another. Both questions have same or similar topic and subtopic in helping them to increase their vocabularies. It will be test and retest consistency. It will be no change of topic in underlying condition between pre test and post test. In order to keep the validity of this research, the experimental group will be following the programme in the computer lab and will be separated for the whole intervention programme from the control group. The control group will be learning as usual in the classroom. The experimental group will be learning this programme with an experience teacher while the control group will be learning with the new posting teacher.

14. ETHICAL CONSIDERATION In this study, the researcher will ensure that the samples have received a full disclosure of the nature of the study, the risks, benefits and alternatives, with an extended opportunity to ask questions. The researcher will give forethought to the maximization of benefits and the reduction of risk that might occur from the research. The researcher will not expose the result obtain from the tests to other teachers to keep their confidentially. The distribution of questions will be fairness and equitable selection of samples will be carry out in this study

15. That’s all… Thank You