VINH UNIVERSITY

DEPARTMENT OF FOREIGN LANGUAGES

TRAN ANH PHUONG

USING MIND MAP TO IMPROVE

10TH GRADERS’ PRESENTATION SKILL
IN SPEAKING CLASS

MASTER THESIS IN EDUCATION

NGHE AN, 2014

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 VINH UNIVERSITY
DEPARTMENT OF FOREIGN LANGUAGES

TRAN ANH PHUONG

USING MIND MAP TO IMPROVE

10TH GRADERS’ PRESENTATION SKILL
IN SPEAKING CLASS

Major: Teaching English to Speakers of Other Languages (TESOL)

Code: 60.14.01.11

MASTER THESIS IN EDUCATION

Supervisor: Tran Ba Tien, Ph.D.

Nghe An, 2014

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 STATEMENTS OF AUTHORSHIP

I certify that this thesis is the result of my own study and that it has not been
submitted to any other universities and institution wholly and partially. All
statements of my thesis which are not my own are written in quotation and can be
shown in the list of references.
Nghe An, 2014
Author

Tran Anh Phuong

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 ACKNOWLEDGEMENTS

This thesis would not have been completed without the support of many
people.
First, and foremost I would like to express my deepest thanks to my supervisor
Dr. Tran Ba Tien for his assistance, encouragement and guidance.
I would like to convey my thanks to all my teachers at the Post Graduate
Faculty, Department of Foreign Languages, Vinh University whose fundamental
knowledge about langue teaching and learning is of great importance to the
achievement of my academic study.
Finally, I should like to express the warmest gratitude to my colleagues,
friends, students, especially my beloved family. I feel greatly indebted to them for
their essential help and encouragement

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 ABSTRACT

It is the fact that speaking, as well as presenting skill, is an important

language skill, however, the teaching and learning English speaking are far
from satisfactory. What are the reasons? This study aims to investigate
students’ and teachers’ attitudes toward presenting skill as well as their
difficulties in learning and teaching the skill in a speaking lesson. The factors
that cause those difficulties are also stated. To achieve the aims of the study,
survey questionnaires for 135 students were designed and used as the data
collection tools. Both qualitative and quantitative methods were employed to
analyze collected results and create a detailed description of the real teaching
context. Once the problems have been identified, some suggestions for teacher
and students to improve presenting skill by using mind map would be given. It
is shown that students have made higher gains in presentation. The result was
recognized by post-task questionnaires done by both students and teachers. The
improvements are also seen in the class observation collections which were
recorded and then tape-scripted. Mind- mapping has been considered an
effective tool for both students and teachers in learning and teaching
presenting skill. This study investigates how mind map can help to solve the
problems with learning and teaching presenting skill as well as teacher’s and
learner’s attitudes toward using mind map as a tool learning and teaching
English.

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 ABBREVIATIONS

CA : Communication Apprehension
CLT : Communicative Language Teaching
EFL : English as Foreign Language
ESL : English as Second Language
L1 : First Language
L2 : Second Language

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 TABLE OF CONTENTS
Pages

STATEMENTS OF AUTHORSHIP...........................................................................v
ACKNOWLEDGEMENTS........................................................................................vi
ABSTRACT...............................................................................................................vii
ABBREVIATIONS...................................................................................................viii
TABLE OF CONTENTS............................................................................................ix
LIST OF TABLES.....................................................................................................xii
Chapter 1
INTRODUCTION....................................................................................1
1.1. Rationale ................................................................................................1
1.2. Aims of the study ..................................................................................2
1.3. Research questions................................................................................2
1.4. Scope of the study..................................................................................2
1.5. Methods of the study .............................................................................2
1.6. Design of the Study................................................................................3
Chapter 2
LITERATURE REVIEW AND THEORETICAL BACKGROUND ...4
2.1. Previous studies related to the research..................................................4
2.2. Theoretical backgrounds of teaching speaking skills.............................5
2.2.1. Definition of speaking.....................................................................5
2.2.2. Characteristics of speaking..............................................................6
2.2.3. What makes speaking difficult?......................................................7
2.2.4. Aspects of teaching speaking skills in language class.....................8
2.2.5. Principles of teaching speaking.......................................................9
2.2.6. Types of classroom Speaking performance ..................................10
2.2.7. Three stages in a speaking lesson..................................................11
2.3. Presentation..........................................................................................13
2.3.1. What is presentation?....................................................................13
2.3.2. Factors affecting students’ presentation........................................14
2.4. Mind map.............................................................................................20
2.4.1. What is a mind map?.....................................................................20
2.4.2. Characteristics of mind map..........................................................21
2.4.3. Advantages of mind maps.............................................................21

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 2.4.4. How to draw a mind map..............................................................22
2.4.6. Activities in teaching with mind map............................................23
Chapter 3
METHODOLOGY................................................................................25
3.1. The research context.............................................................................25
3.1.1. The participants.............................................................................25
3.1.2. Textbook........................................................................................26
3.2. Research methods.................................................................................27
3.3. Research instruments............................................................................28
3.3.1. Questionnaires...............................................................................28
3.3.2. Interviews......................................................................................29
3.3.3. Data collection procedure..............................................................29
3.4. Data analysis.........................................................................................30
Chapter 4
FINDINGS AND DISSCUSSION.........................................................31
4.1. Pre-task questionnaire for students.......................................................31
4.1.1. Students’ attitudes toward presenting skill. .................................31
4.1.2. Students’ interest in presenting.....................................................32
4.1.3. Students’ reluctance in presenting.................................................32
4.1.4. Students’ participation in presenting lessons. ..............................33
4.1.5. Factors making students reluctant to present. ..............................35
4.1.6. Factors deterring students’ presenting. ........................................36
4.2. Pre-task questionnaire for teachers.......................................................37
4.2.1. Teachers’ attitude toward presenting skill.....................................37
4.2.2. Factors making teaching presenting difficult................................38
4.2.3. Time limitation..............................................................................39
4.2.4. Students’ unwillingness.................................................................40
4.2.5. Factors causing students’ unwillingness when presenting............41
4.2.6. Factors preventing students from presenting.................................43
4.3. Post-task questionnaire for students.....................................................45
4.3.2. Question 2: Do you feel mind map easy to use? .........................46
4.3.4. Question 4: How can mind map help you to feel more confident
when presenting?.....................................................................................48
4.3.5. Question 5: How often do you want to use mind map to present?49
4.4. Post-task questionnaire for teachers.....................................................50
4.4.1. Teachers’ interest in using mind map............................................50
................................................................................................................50
4.4.2. Question 2: What can mind map help your students in their
presenting?...............................................................................................51

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 4.4.3. Question 3: How can mind map help your student to overcome
their anxiety in their presentation?..........................................................52
4.4.4. Question 4: How often do you want to use mind map to teach
presenting skill?.......................................................................................53
4.5. Some suggestions for using mind map to teach presenting skill..........56
Chapter 5
CONCLUSION......................................................................................60
5.1. Conclusion ...........................................................................................60
5.2. Implications .........................................................................................60
5.3. Limitation and suggestions for further research...................................62
REFERENCES...........................................................................................................63
APPENDIX 1.............................................................................................................67

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 LIST OF TABLES
Pages
Table 4.1. Students’ attitudes toward presenting skill...............................................31
Chart 4.1. Students’ interest in presenting................................................................32
Table 4.2. Students’ reluctance to present................................................................32
33
Chart 4.2. Students’ participation in presenting lesson.............................................33
Table 4.3. Students’ opportunity to present...............................................................34
Chart 4.3. Factors making students reluctant to present...........................................35
Table 4.4. Factors detering students’ presenting......................................................36
Chart 4.4. Factors deterring students’ presenting......................................................37
Table 4.5.Teachers’ frequency in teaching presenting..............................................37
Table 4.6. Teacher’s difficulties in teaching presenting............................................38
Table: 4.7. Limitation of time for presenting task.....................................................39
Table: 4.8. Students’ chance to present in class........................................................39
Table 4.9. Students’ unwillingness to present...........................................................40
Table 4.10. Factors causing students’ unwillingness when presenting....................41
42
Chart 4.5.Factors causing students’ unwillingness when presenting........................42
Table 4.11. Factors preventing students presenting...................................................43
Chart 4.6. Factors prevent students presenting..........................................................43
Chart 4.7. Students’ interest in mind map..................................................................45
Chart 4.8. Students’ feeling of easiness to use mind map.........................................46
Table 4.12. What mind map helps student.................................................................47
........................................................................................................47
Chart 4.9. What mind map helps student...................................................................47
Table 4.13. How mind map help you to feel more confident when presenting........48
Chart 4.10. How mind map help you to feel more confident when presenting........48
Chart 4.11.How often do you want to use mind map to present...................49

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Table 4.14. Teachers’ interest in using mind map.....................................................50
Table 4.15. What mind map helps your students in their presenting?......................51
Chart 4.12. What mind map helps your students in their presenting.....................51
Table 4.16. What mind map helps your students to overcome their anxiety............52
Chart 4.13. What mind map helps your students to overcome their anxiety..........52
Table 4.17. How often do you want to use mind map to teach presenting skill? ....53

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 Chapter 1
INTRODUCTION

1.1. Rationale
The English text books which are being used in many high schools now are designed
in 16 units. Reading, speaking, listening and writing skills are equally focused in all units.
However, teaching English by integrating four skills causes many difficulties to teachers
due to shortages of teaching aids such as speakers, video player, teaching methods…
Productive skills like speaking and writing are perhaps the most difficult to teach due to
some certain reasons.
The importance of English in communication is increasingly emphasized
while the traditional teaching method at Vietnam’s high schools focused much
on grammar and vocabulary. Teachers do not pay adequate attention to
speaking and listening skills. They seem to face with an obstacle in improving
learners’ communicative competence. This leads to some problems. Students,
in fact, can be good at grammar, but they have difficulty in speaking. Their
English is not good enough to use in real communicating situations.
Moreover, in speaking lessons, the students are afraid of speaking, they
find difficult to express their ideas, discuss and exchange their thoughts with
their friends. Especially when being asked to make a speech or a presentation,
they often feel confusing as they don’t how to organize and present their ideas
although the ability to present is clearly valuable at every stage of students’
lives. Meanwhile presentation tasks, in which students are required to present
their ideas is an important part in an English speaking class at high school .
That is the reason why tasks aiming to develop presenting skill for students
are designed in all 16 speaking lessons textbook in Tieng Anh 10. Presenting
tasks often introduced in the post-speaking stages where free or less control
tasks are offered.
Actually, speaking lessons cause many difficulties to both teachers and
learners, presenting skill is even much more difficult to achieve due to a
shortages of teaching and learning tools.

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 Mind map which was invented by Tony Buzan is now widely applied in
many fields, including teaching and learning language. It may help students to
take note, learn vocabulary, review the lessons, and logically organize
ideas…. Being aware if the advantages of this tool for students to prepare a
presentation, or a speed, the author do the research with the hope to supply a
useful tool to teachers and studnets
1.2. Aims of the study
The aim of the study are as follow:
- to emphasize the importance of presenting skill in learning English.
- to suggest ways to use mind-map to stimulate the 10th form students in Nghen
High School in presentation tasks in an English speaking class.
- to provide a tool for teachers of English to prepare English speaking lessons
at Nghen High school.
1.3. Research questions
The study is to answer the following research questions:
1. What are teacher’s and students’ difficulties in teaching and learning
presenting skill?
2. What are students' and teachers’ attitudes in using mind-map in English
speaking class?
3. What are suggestions for using mind-map in English speaking class?
1.4. Scope of the study
The research is focuses on using mind-map to help 10th form graders at Nghen
High School to present in speaking lessons.
1.5. Methods of the study
This study is conducted based on qualitative and quantitative methods.
Comments, remarks, suggestions and conclusions are based on actual researches,
experience, and discussions. Besides, books are used as reference.
Procedure:
- Conducting survey on the students’ learning style, and their problems in
presentation in English Speaking Class.

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 - Giving questionnaires to investigate students’ and teachers’ attitudes towards
mind map as well as teachers’ comments on using mind map to teach presenting in
speaking classes.
1.6. Design of the Study.
The thesis consists of the following main parts:
Chapter 1: Introduction presents the rationale and the scope of the thesis,
defines the aim and objectives of the study. The research questions, methods and
organization are also mentioned in this part.
Chapter 2: Literature Review covers the concepts relevant to the study:
theoretical backgrounds of teaching speaking skills, definition of presentation,
difficulties of presenting skill and theory of mind map.
Chapter 3: Methodology. In this chapter the methodology of the study is
described. The informants such as teacher, students in Nghen high school and
research context are also mentioned.
Chapter 4: Finding and Discussions presents and discusses findings of the
difficulties in teaching and learning presenting skill in Nghen High school and some
suggestions to using mind map to solve these problems.
Chapter 5: Conclusion summarizes the findings and addresses the
shortcomings of the study. It also gives suggestions for further researches and
studies

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 Chapter 2
LITERATURE REVIEW AND THEORETICAL BACKGROUND
This chapter focuses on the literature review and theoretical background of
the study. It includes a number of important theoretical terms related to speaking,
presenting, mind map and previous studies related to the research will also be
mentioned.
2.1. Previous studies related to the research
In high school, speaking is so popular and important skills that there are a
number of researches on how to develop this skill for students. A lot of technique,
activities and tools are investigated and applied. Huong (2013) did a research on
using story telling to develop oral skill for the 8 th graders in speaking lesson. Yen
(2013) explored the way to use short stories ti improve speaking skill of students at
pe-intermediate level. In her thesis, using role play to enhance English speaking
skills for the 10th graders at Nghi Loc IV high school, Hang (2011) propose
suggestions to develop speaking skill for students at high school. Trang (2013)
suggested the ways to use group work activities in teaching speaking for the first
year accounting students at the western Nghe An vocational school. Huong (2011)
stated the Major factors affecting speaking skill of first year English major students
at Vinh University and some suggested solutions improve their communicative
competence. However, there are not many study on presenting skill which is a
higher level of speaking and a type of speaking performance despite the fact that
presenting is one of important and essential skills to learners of a foreign language.
Tuyet (2009) proposed classroom activities to stimulate 10th graders presentation.
Mind map have been applied for some years in Vietnam meanwhile there are not
many thesis on this term. Ngan (2013) suggest how to use mind-mapping to check
students’ reading comprehension. There are many researches on speaking, on how
to develop speaking skills to students. That is reason why there are so many
activities and techniques used to improve speaking skill. However, there is not
much concern on presenting a type of speaking performance which requires a

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higher level. Mind map has been applied to teaching and learning many subjects in
Vietnam, however, many teachers of English have not made the use of this useful
tool in teaching English. Mind map which may be very helpful to teaching and
learning such difficult skill as presenting, but up to now there no investigation on
this.
2.2. Theoretical backgrounds of teaching speaking skills
2.2.1. Definition of speaking.
It is clear that speaking is the main and the most popular means of
communication of human. There are many definitions of speaking: According to
Byrne (1976), “speaking is a two-way process between the speaker(s) and the
listener(s) involving the productive skill of speaking and the receptive skill of
understanding.” (p.8). In this two-way process, both the listener and the speaker
have a positive function to perform: the speaker has to encode the message
conveyed in appropriate language, while the listener has to decode the message.
And at the same time, the speakers’ prosodic features such as stress and intonation
which accompany the spoken utterances and form part of its meaning and his facial
and body movements help the listener
In Brown’s view (1983, p.19) “speaking is an interactive process of
constructing meaning that involves producing, receiving and processing
information.” The form and meaning of this process depend on the context where it
occurs, including the participants, their collective experiences, the environment, and
the purposes of speaking. Speaking involves not only learners’ability to produce
specific points of language, such as grammar, pronunciation, vocabulary (linguistic
competence), but also their understanding of when, why and in what way to
produce language (sociolinguistic competence).
Chaney (1988, p.13) defines that “speaking is the process of building and
sharing meaning through the use verbal and non-verbal symbols in a variety of
contexts”.

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 Scott (1978, p.18) states that “speaking can be typified as an activity involving
two or more people in which the participants are both hearers and speakers having
to react to what they hear and make their contribution.” Speaking requires the
participating of both hearers and listeners so that they can achieve in the interaction
and interpret what is said to them.
Different researchers have different concepts of speaking, however, they all
agree with one very important feature of speaking, that is a two way process
between the speaker and listener.
2.2.2. Characteristics of speaking
Martin Bygate (1997) point out that when we are speaking to the person who is
in front of us, he or she can put us right when mistakes are made. He or she can also
generally show agreement or disagreement and understanding or incomprehension.
While talking, speakers need to take notice of the other and allow listeners chance to
speak. It means that we take turns to speak.
Brown (1983) and her colleagues show that a listener helps a speaker to
improve his/her performance because being a listener gives learners models to
utilize when acting a speaker. In addition, being a hearer first helps the learner
appreciate the difficulties inherent in the task. It is clear that giving a speaker
experience in a hearer’s role is more helpful than simple practice in tasks in which a
speaker is having real difficulties in appreciating what a particular task required.
Martin Bygate (1997: p.24,25) suggested that conversation can be analyzed in
term of routines, which are conventional ways of presenting information. As far as
we have known, there are two kinds of routine: “ information routines” and “
interaction routines”.
Information routines frequently recur information structures, including stories;
descriptions of places and people; presentation of facts, comparisons, instructions.
Interaction routines are the ones based not so much on sequences of kinds of
terms occurring in typical kinds of interactions. These routines thus can be

6
characterized in broad terms including the kinds of terms typically occurring in
given situations, and the order in which the components are likely to occur.
By and large, the students can be much more confident in speaking English
with clear understanding and governing these skills. The oral skills, however, are
dependent on the knowledge of language they learn such as grammar, pronunciation
and vocabulary. In addition, students rely on common conventional expressions for
communicating specific meanings, particularly on the language environment. It is
unedited that practice in classroom might not be similar to oral communication
outside classroom. In a foreign language classroom, practice is rather simple and far
from real life.
For instance, contents of communication topics in class are decided by teacher,
whereas outside classroom speakers can express freely what they want. The exact
content is unpredictable. Regarding the reason for communicating in classroom,
learners speak to practice speaking, to get good marks, but in real life speakers have
their own reasons for their speech. Hence, the teacher should reckon the differences
of the two situations to help learners speak English naturally and make their
speeches sound native.
2.2.3. What makes speaking difficult?
According to Brown (2001, p.270) the following features of spoken language
may make a speaking lesson difficult.
Clustering is the first difficulty. Fluent speech is phrase not word by word.
Learners can organize output both cognitively and physically through such clustering.
There are several ways to express or to transfer an idea, information to the hearer; this
is because of the redundancy of language, which gives the speaker an opportunity to
make meaning clearer. Learner can capitalize on this feature of spoken language
Reduced form, which includes contraction, elisions, reduced vowel, etc…,
forms special problems in teaching spoken English. Students don not learn
colloquial contraction can sometimes develop a stilted, bookish quality of speaking
that in turn stigmatize them

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 Colloquialism, which is often used in everyday conversation in very informal
situations, appears both in monologues and dialogues. If learners are only exposed
to standard English and / or “ text book” language, they sometimes have difficulty
in understanding and producing words, idioms and phrases of colloquial language
Stress, rhythm and intonation are different from language to language. This
is the most important characteristic of English pronunciation because the stress-
timed rhythm of spoken English and its intonation patterns convey important
massages. But the fact that learners of English often find it difficult to pronounce
English words, to stress the right syllables, to follow the stress- timed rhythm and
intonation patterns of spoken English.
The greatest difficulty that the students face in learning to speak originates
from the interactive nature of most communication. Engaged in the process of
negotiation of meaning with many discourse constraints, learners have to do the
complex task of choosing what to say, how to say, when to say, etc. Learners are
also affected by their interlocutors’ performance.
2.2.4. Aspects of teaching speaking skills in language class.
2.1.4.1. Teaching interactional skills
It is certain that the ultimate objective of language learning is the ability to
communicate competently in that language. Richard, Platt and Weber (1985), (cited in
Nuna., 1999) characterized four dimensions of communicative competences as follows:
- Knowledge of the Grammar and Vocabulary of the language
- Knowledge of the rules of speaking (e.g. knowing how to begin and end
conversations…)
- Knowing how to use and respond to different types of speech acts such as
requests, apologies, thanks, and invitations;
- Knowing how to use language appropriately.
Accordingly, in the speaking class, teachers need provide their students with
interactional skill, for example, how to open and close conversations, how to make
turns and interrupt, and how to respond appropriately, ect.

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 2.2.4.2. Accuracy and fluency
Accuracy: When we say someone speaks English with accuracy, we mean
they speak English without or with few errors in grammar, vocabulary and
pronunciation.
Fluency: Fluently speaking means being able to communicate one's ideas
without having to stop and think too much about what one is saying.
Scrivener (2005, p.160-162) notes that accuracy is the ability to speak
correctly without making serious mistakes and therefore a greater use of instant
teacher's correction within a speaking activity is appropriate. On the contrary,
fluency is the ability to speak confidently without irrelevant pauses or hesitation,
however, often with making major mistakes. In this case, instant correction may be
inappropriate and could interfere with the aims of the speaking activity. According
to Hadfied (2008, p.107), learners learn to speak by speaking, which means they
need to be given plenty of opportunities for communicating in different situations
and on different topics. “To develop fluency, learners need as much practice as
possible”, which means organizing speaking lesson to give them as much
opportunity to speak as possible and getting students learners to work in pair or
groups rather than teachers-student interactions.
2.2.5. Principles of teaching speaking
Output and input: when students produce a piece of language, feedback from
their interlocutor will act as input based on that they modify their output. Such input
can come from the teacher as feedback or prompters.
Texts: texts offer students a model to follow, especially when they are working
on specific functions of language like agreeing, apologizing, refusing, and so on.
Texts can also act as stimuli as a lot of language production grows out of texts that
we see or hear. A controversial reading passage may be the springboard for a
discussion. (Listening to a tape in which speakers tell a story or opinion may
provide necessary I stimuli for students to respond based on their own experience).

9
 Reception as part of production: in many situations, production can only
continue in combination with the practice of receptive skills. Thus conversation
between two people is a blend of listening and speaking; comprehension of what is
said is necessary for what the participant says next.
Production enables reception: when students try to speak in certain situations
or within certain genres, they are better attuned to understanding other people
speaking in the same context. In this case, oral production works in a way that helps
students with their listening comprehension. (Harmer, 2001)
To motivate students in English speaking lessons, it is suggested that the
below principles should be apllied.
- Give students practice with both fluency and accuracy:
- Plan communicative tasks that are based on the concept of information gap
- Provide opportunities for students to talk by using group work or pair work,
and limiting teacher talk
- Plan tasks that involve negotiation of meaning
- Design classroom activities that involve guidance and practice in both
transactional and interactional speaking.
2.2.6. Types of classroom Speaking performance
Brown (1994, p.271-274) proposes six categories applied to the kinds of oral
production that students are expected to carry out in the classroom:
- Imitative: takes a very limited portion of classroom speaking time when
learners are practicing an intonation contour or trying to pinpoint a certain vowel
sound, etc.
- Intensive: includes any speaking performance that is designed to practice
some phonological or grammatical aspect of language.
- Responsive: is short replies to teachers or student initiated questions or
comments. These replies are usually sufficient and do not extend into dialogues.
- Transactional (dialogue): is carried out for the purpose of conveying or
exchanging specific information. Conversations, for instance, may have more of a

10
negotiative nature to them than merely responsive speech. Such conversations could
readily be part of group work activity.
- Interpersonal (dialogue): carries out more for the purpose of maintaining
social relationships than for the transmission of facts and information. These
conversations are a little trickier for learners because they can involve some or all
the following factors: a casual register, colloquial language, emotionally changed
language, and slang, etc.
- Extensive (monologue): students at intermediate or advanced levels are
called on to give extended monologues in the form of oral reports, summaries, or
perhaps short speeches. Here the register is more formal and deliberative. This type
of speaking is considered as presenting performance in the textbook Tieng Anh 10
and it often focused at the post-speaking stage of a speaking lesson.
These above six categories of Brown are highly valuable in offering a guide in
working out the types of classroom speaking performance. The teachers should
consider these points when teaching speaking skill.
2.2.7. Three stages in a speaking lesson
2.2.7.1. The pre-speaking
In this stage, teachers play a the central role. They provide students with
information because they know English, select materials to teach and present the
material so that the meaning of the new language items as intelligible and
memorable as possible as while the learners are motionless. So far, oral materials
are written mainly in two forms in every course book. They are dialogue and prose.
And obviously these two forms must be presented in defend ways.
According to Byrne (1991, p.22) introduction of the procedure in which the
ten different steps are used to present a dialogue. They are:
• Establish setting by using pictures. At this phrase English should be used as
much as possible,
• Draw out learners’ experience related to situation.
• Explain some key words.

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 • Set listening task by asking key information of the dialogue.
• Ask learners to listen without looking at the books.
• Allow learners to have a look at their books when necessary.
• Ask the learners to listen and repeat
• Ask learners to pick up difficulties (good chance for learners to soak) and
explain difficulties.
• Ask them to practice( Role- play)
• Ask learners to dramatize the dialogue.
It has been known that this procedure is perfectly and logically arranged.
However, it is dependent on the learner’s competence so some steps can be left out.
It is quite hard for Vietnamese learners to conduct the step ten because they are
generally shy and time is limited. Nine other steps are used to present a prose.
2.2.7.2. The while-speaking
Unlike the presentation phase, in this stage learners have to do most of the
talking. Teacher provides maximum amount of practice. Practice is usually in the
form of activities or exercises to improve fluency of speaking. Pair work or group
work are used in this phase. According to Hadfield (2008, p.108) in the during-stage
(also while-speaking), for preparation, speaking tasks should be set up with clear
instructions. Learners work in pair a alone to brainstorm ideas and plan what to say.
Learners may work in pair or groups to carry out the task. While doing this teacher
should circulate, listening to the learners to see how they are doing. Teacher can
make note of errors and area of difficulty for feedback later.
2.2.7.3. The post-speaking
Learners need to be let to speak English freely at this phase. A real chance to
speak English takes place when the learners are able to use English naturally for
themselves, not for their teacher. Group work plays an important part in making
learners practice speaking. By doing group work, all learners can have chance to
participate in task. Time can be saved and learners seem more confident.

12
 Byrne (1988, p.2) concludes that in order to improve speaking ability of
learners, three phases above should be followed orderly. But in fact, they might not
be applied as expected due to time limitation, types of learners and materials in use.
The phases can be overlapped or run into one another provided that we keep our
aim to get the learners to communicate. However, teachers ought to pay attention to
what has been spoken by the students during the Practice and Production phases so
that they can see how far students have improved their speaking ability and what
mistakes they might produce.
As what is mentioned by Hoang Van Van et al (2006, p.64), there are three
stages in a speaking lesson: presentation, practice, and production. During the
lesson, teacher gives tasks, drills from controlled practice and then less controlled
practice and free practice. In text book 10, a speaking lesson is often designed and
divided into three sections: Pre-speaking, while-speaking, post-speaking. In each
speaking lesson of a unit, the tasks are set up basing on these three processes. In the
third stage – post speaking (production) tasks are constructed in order that students
may have free practice in speaking. And the tasks often require learners to present
the topic that they have talked in the previous stages.
2.3. Presentation
2.3.1. What is presentation?
Present, as generally defined in Advanced Learner’s Dictionary by Jonathan
Crowther (1995, p.912), is to show and to explain the content of a topic to an
audience or to audiences. According to Wikipedia – The Free Encyclopedia,
presentation is the process of showing and explaining the content of a topic to an
audience. The same definition is also shown by Maingay, S & Tribble, Ch (1998,
p.1017) – To present is to be the person who tells the people watching or listening
about the different things what will happen or are happening.
For 10th form students, presentation is simplified and limited in a given topic.
In a typical 10-form English speaking lesson, students are asked to make small

13
presentations on a given topic. The speaking lesson is normally designed with three
tasks:
- Task 1: Students practice sample dialogues to have a general understanding
about the topic;
- Task 2: Students participate in group discussion, in which students express
their ideas and get to know the others’ ideas on the given topic.
- Task 3: From the ideas collected from discussion task, students integrate the
ideas to make a presentation. This presentation will be presented by a student on
behalf of his/her group.
2.3.2. Factors affecting students’ presentation
2.3.2.1. Factors of Foreign Language Anxiety
It is widely admitted by many teachers of English that language anxiety is one
of biggest challenges to learners of English especially in a presenting lesson when
students are required to practice making a speech or a report in front of class. “The
construct of language anxiety plays a major affective role in second language
acquisition” (Brown, 2007, p.161).
Anxiety has been found to interfere with many types of learning but when it is
associated with learning a second or foreign language, it is termed as ‘second/foreign
language anxiety’. It is a complex and multidimensional phenomenon (Young, 1991)
and can be defined as a subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the automatic nervous system. Is has been found that
the feeling of tension and nervousness center on two basic task requirement of foreign
language learning: listening and speaking because both the skills can not be separated.
According to Horwitz et al. (1986, p.127), there are three related performance
anxieties: (1) communication apprehension (CA); (2) test anxiety; (3) fear of
negative evaluation. Due to its emphasis on interaction, the construct of
communication apprehension is also relevant to the conceptualization of foreign
language anxiety. The description of these components will lay the foundations for

14
the concept of second/foreign language anxiety, providing an insight to comprehend
the sources or causes it can originate from.
• Communicative Apprehension (CA)
The speaking skill is so central to our thinking about language learning that
when we refer to speaking a language we often mean knowing a language.
MacIntyre and Garder (1991) points out that speaking skill produces most anxiety.
This anxiety derives from a lack of confidence in our general linguistic knowledge
but if only this factor were involved, all skills would be affected equally. What
distinguishes speaking is the public nature of the skill, the embarrassment suffered
from exposing our language imperfections in front of others.
Communicating orally is one of the most studied topics in the field of speech
communication which is the tendency on the part of some people to avoid, and even,
fear. Horwitz et al. (1986, p.128) describe communication apprehension (CA) as “a type
of shyness characterized by fear or anxiety about communicating with people”.
According to Friedman (1980), communication anxiety may be specific to just a
few settings (e.g., public speaking) or may exist in most everyday communication
situations, or may even be part of a general anxiety trait that arises in many facets of an
individual’s life. Learners’ personal characteristics such as shyness, quietness, and
reticence are considered to be frequent reason to CA. These feelings of shyness vary
greatly from individual to individual, and from situation to situation. McCroskey and
Bond (1980) found seven factors that could result in a quiet child (this can equally offer
explanation of adult CA); (1) low intellectual skills, (2) speech skill deficiencies, (3)
voluntary social introversion, (4) social alienation, (5) communication anxiety, (6) low
social self-esteem, (7) ethnic/cultural divergence in communication norms.
Communication apprehension obviously plays a large role in second/foreign
language anxiety. People who are apprehensive speaking groups are likely to be in more
trouble when doing so in a second/foreign language class where in addition to feeling
less in control of the communicative situation, they also may feel that their attempts at
oral work are constantly being monitored. This apprehension is explained in relation to
the learner’s negative self-perceptions caused by the inability to understand others and

15
make himself understood. McCroskey (in Apaibanditkul, 2006: 4) labels this kind of
apprehension – which Neer refers to as “apprehension about classroom participation” –
as classroom communication apprehension.
• Test anxiety
Horwitz et al. (1986) explain that test anxiety refers to a type of anxiety
stemming from a fear of failure. Test anxiety is quite common in language
classroom at all levels.
It is unlucky that second/foreign languages require more teachers’ continual
evaluation for highly anxious students than any other academic subject. It is also
important to note that oral testing has the potential to incite both test and oral
communication anxiety.
• Fear of Negative Evaluation
As test anxiety is not limited to test-taking situations; rather, it may occur in
any social, evaluative situation, such as interviewing for a job or speaking in
second/foreign language class the extension of test anxiety of second/foreign
language anxiety is seen as fear of negative evaluation. It is also broader in the
sense that it pertains not only to the teacher’s evaluation of the students but also to
the perceived reaction of other students as well. Besides, students, when making
presentations, may be anxious due to their insufficient background knowledge on
the topic discussed.
Communication apprehension, test anxiety, and fear of negative evaluation
provide useful conceptual building blocks for a description of second/foreign language
anxiety. We also conceive foreign language anxiety as a distinct complex of self-
perception, beliefs, feelings, and behaviors related to classroom language learning
arising from the uniqueness of the language learning process. What makes language
learning a distinct and unique process is its interaction with the concept of ‘self’.

16
 2.3.2.2. Factors associated with Learner’s own sense of ‘self’ and ‘language
classroom environment’
• Self perceptions
According to Horwitz et al. (1986, p.128), perhaps it is language study which
causes more of threat to self concept than any other other field of study. They
believe that any performance in L2 is likely to challenge an individual’s self-
concept as a competent communicator, which may lead to embarrassment. Laine
(1987, p.15) indicates that self-concept is the totality of an individual’s thoughts,
perceptions, beliefs, attitudes and values having reference to himself as object. This
self-concept forms the basis of the distinction between language anxiety and other
forms of academic anxieties. The importance of the disparity between the ‘true’ or
‘actual’ self as known to the language learner and the more limited self as can be
presented at any given moment in the foreign language would seem to distinguish
foreign language anxiety from other academic anxieties such as those associated
with mathematics or science.
• Learners’ belief about language learning
Students' beliefs about language learning may have an impact on their
performance in class. Certain beliefs about language learning also contribute to the
student’s tension and frustration in the class. Such beliefs have considerably
influenced on the ultimate achievement and performance in the target language. A
number of beliefs derived from learner’s irrational and unrealistic conceptions about
language learning are stated in Ohata (2005, p.138):
1) Some students believe that accuracy must be sought before saying anything
in the foreign language,
2) Some attach great importance to speaking with excellent native (L1)-like
accent,
3) Others believe that it is not ok to guess an unfamiliar second/foreign
language word,

17
 4) Some hold that language learning is basically an act of translating from
English or any second/foreign language,
5) Some view that two years are sufficient in order to gain fluency in the target
language,
6) Some believe that language learning is a special gift not possessed by all.
These unrealistic perceptions or beliefs on language learning and achievement
can lead to frustration or anger towards students’ own poor performance in a
second/foreign language.
• Instructors’ beliefs about language teaching
Just like learners’ beliefs about language learning, some instructor’s beliefs
about language learning and teaching have also been found to be a source of
anxiety. Onwuegbuzie (1999, p.220) asserted instructors’ belief that their role is to
correct rather than to facilitate students when they make mistakes. He also stated
that the majority of instructors considered their role to be less a counselor and friend
and objected to a too friendly and inauthoritative student-teacher relationship. The
researcher also reported that students realize that some error corrections are
necessary but they consistently report anxiety over responding incorrectly and
looking or sounding ‘dumb’ or ‘inept’. Young (1991, p.429) mentioned the view
that the problem for the student is not necessarily error correction but the manner of
error correction – when, how often, and most importantly, how errors are corrected.
In addition to error correction, some instructors have been reported not to
promote pair or group work in fear that the class may get out of control, and think
that a teacher should be doing most of the talking and teaching, and that their role is
more like a drill sergeant’s than a facilitator’s. These beliefs have been found to
contribute to learner’s language anxiety (Young, 1991, p.428). Recognition or
awareness of these beliefs by both the learners, as well as the teachers, is essential
for effective reduce of language anxiety in learners.

18
 2.3.2.3. Classroom procedure
Giving a short talk or presentation in the class, which makes the classroom
environment more formal and stressful for the learners, has also been supposed to
be highly anxiety. Activities in the classroom procedure, especially those that
require students to speak in front of the whole class, have caused most anxiety to
learners in class. Koch and Terrell (1991) found that more than 50 percentages of
their subjects in their Natural Approach classes – a language teaching method
specifically designed to reduce learner’s anxiety – expressed that giving a
presentation in the class, oral skits and discussions in large groups are the most
anxiety-producing activities. They also stated that learners get more anxious when
being called upon to respond individually, rather than if they have choice to respond
voluntarily. Moreover, students seemed to be more relaxed speaking the target
language when they worked in pair with a classmate or put into small groups of
three to six than into larger groups. Young (1991, p.429) also found that more than
sixty-eight percent of her subjects reported a more comfortable feeling when they
did not have to get in front of the class to speak.
In conclusion, presenting, as a kind of oral communication, is a difficult skill
to both teachers and learners of foreign language due to some certain objective
factors lying in the language itself such as pronunciation, grammar, vocabulary… or
other such as anxiety, social environments, classroom, procedure. Speaking requires
that learners not only know how to produce specific points of language such as
grammar, pronunciation, or vocabulary ("linguistic competence"), but also that they
understand when, why, and in what ways to produce language ("sociolinguistic
competence"). It has its own skills, structures, and conventions different from
written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996).
Presentation, extensive type of speaking performance, requires learners’ higher
skills. For instance, to make a presentation, students need to not only grammar,
vocabulary, pronunciation but also the knowledge about the topics and the way to
organize ideas, the way to make it coherent, logic…. Thus in learning and teaching

19
process learners and teachers should involve appropriate activities and apply tool for
the presentation task. Mind map, a tool which is widely used in personal,
family, educational and business situations, including brainstorming, summarizing, or
to sort out a complicated idea, can be useful to teaching and learning presenting skill.
2.4. Mind map
2.4.1. What is a mind map?
Mind mapping is a way of linking key concepts using images, lines and links. A
central concept is linked via lines to other concepts which in turn are linked with other
associated ideas. It is similar as a technique to concept mapping and spider diagrams, the
difference being that true mind mapping involves constructing a hierarchy of ideas
instead of pure random association. Mind mapping uses the concept of "radiant thinking"
– that is, thoughts radiate out from a single idea, often expressed as an image. Branches
flow backwards and forwards from and to the central idea.
Mind mapping is not a particularly new concept; the idea of using a visual
“web” of sorts to help organize thoughts, ideas, and actions has been risen for quite
a while. The “radial tree” mind map as we know it was commonly used in
semantics exercises long before the wide awareness of it in the 20th century. It was
Tony Buzan, however, that popularized the term “mind map” and introduced it to
the mainstream. According to him, a “Mind Map” is an associative network of
images and words which “harnesses the full range of cortical skills: word, image,
number, logic, rhythm, colour and spatial awareness in a single, uniquely powerful
technique”.(Buzan & Buzan 1996, p.81). He claims that a “Mind Map” can unleash
the mind’s potential because it mirrors the associative functioning of the brain
which is radiant and holistic On his 1974 BBC show Use Your Head, he often used
mind mapping examples to illustrate how the practice could be used for problem
solving and self-improvement. He then developed mind mapping software,
iMindMap which has been considered as a great way to improve recall and increase
the ability to speed read. Now, many people use mind mapping to enhance their
productivity, think outside of the box, and reduce procrastination.

20
 An example of mind map made by the author’s students
2.4.2. Characteristics of mind map
Four main characteristics of a mind map:
- There is one key concept, often expressed graphically as an image.
- From the key concept/image radiate out branches each of which contains
another key concept which is a subset of the main concept.
- Attached to these main branches are other branches which represent less
important concepts.
- Together, the branches and central image form a nodal structure.
2.4.3. Advantages of mind maps
Like other diagramming tools, mind maps can be used to generate,
visualize, structure and classify ideas, and as an aid to studying and
organizing information, solving problems, making decisions and writing.
According to Tran Dinh Chau (2012, p.21), mind map can show the ways
human’s brain works. Mind map focuses on images, colors, using a net of
associating. It has some good points
- Being logic and clear

21
 - Being intuitive, easy to look, understand and remember
- Being able to have both an overview and detail
- Attracting students’ attentions
- Stimulate students’ creation
- Helping user systematizing and reviewing knowledge
- Helping presenters organize ideas
Mind maps can be used in many situations such as: from brainstorming,
sorting out family problems, business meetings, making notes from books or
lectures…. Most useful to teachers and students can be:
- Making notes from books and other secondary sources.
- Making notes from lectures.
- Making notes for essays or presentations.
2.4.4. How to draw a mind map
Buzan (1996) suggests the following guidelines for creating mind maps:
1. Start in the center with an image of the topic, using at least 3 colors.
2. Use images, symbols, codes, and dimensions throughout your mind map.
3. Select key words and print using upper or lower case letters.
4. Each word/image is best alone and sitting on its own line.
5. The lines should be connected, starting from the central image. The central
lines are thicker, organic and thinner as they radiate out from the centre.
6. Make the lines the same length as the word/image they support.
7. Use multiple colors throughout the mind map, for visual stimulation and
also to encode or group.
8. Develop your own personal style of mind mapping.
2.4.5. Applying mind maps to teaching and learning
To use mind map in teaching and learning, students, first of all, need to get to
know mind map, its roles, and necessary in their learning and then students
themselves know how to design a mind map and use it effectively.
Tran Dinh Chau (2012, p.23) suggests the following steps to make a mind map
Step1: get to know mind map

22
 Step2: practice drawing a mind map by completing a given one with missing
branches, contents
Step 3: Create a mind map (on a sheet of paper, board, poster…)
Mind mapping is an effective way to remember ideas, concepts, details, and
their relation to each other in a quick, easy way. This method can be used as a
regular note taking system as a kind of big picture “bird’s eye” view of the main
concepts of a lesson, an article, chapter, or segment of reading material.
Mind maps can be used to sort out information visually. They are essentially
thought bubbles linked together in relation to each other which create self-
organized, relational, nested sub-topic trees. They are regular in almost all business
and science books. Think of mind maps as detailed relational flow charts.
Mind maps can be applied in many fields, situations such as: in personal,
family, educational, and business situations, including note taking, brainstorming,
summarizing, revising, and general clarifying of thoughts. One could listen to a
lecture, for example, and take down notes using mind maps for the most important
points or keywords. One can also use mind maps as to sort out a complicated idea.
Mind maps are also promoted as a way to collaborate in color pen creativity
sessions. A mind map is a visual representation of hierarchical information that
includes a central idea surrounded by connected branches of associated topics. Mind
Maps also help students brainstorm and explore any idea, concept, or problem.
They can be used f to facilitate better understanding of relationships and
connections between ideas and concepts. Mind maps allow students to easily recall
information.
2.4.6. Activities in teaching with mind map
Activity 1: Students make mind map (in group or individuals…)
With the help of teacher learners study documents and discuss and then create
mind map about a topic or a certain content of the lesson. In this activity students
are encouraged to self-study and achieve the knowledge or information of the
lesson, then use mind map to summary.

23
 Activity 2: Students report and present in group and then preventatives of
groups report and present their work in front of class. With the mind map they have
made, student will be more self-confident to present the topic.
Activity 3: Students discuss to edit the mind map and then complete it. (in this
activity teacher may give some feedback, or correction to students if necessary.)
Activity 4: Students consolidate knowledge using the completed one.
Mind map can be applied in teaching and learning many different subjects.
Students learn more actively and creatively with mind map. In presentation, mind
map help students to organize their thinking into right and clear categories in order
to express their idea logically. Mind map also helps presenters to have both holistic
and detailed look on their topic as Tran Dinh Chau (2012, p.22) points out that mind
map is both an overview and detailed picture about the topic. As it communicated a
great deal of information very quickly and very visually, Mind map not only always
supplies the information to the speakers in a logical order and help presenters show
all the ideas they have intended but also helps them to feel more self-confident as
they are presenting without or less anxiety and the fear of forgetting information
and the order of the opinions to present.
There is now software to create mind map as it is applied in many fields, so
mind map can be drawn by hand or with a computer.
Whether they draw them by hand, or create them on a computer, learners
generally grasp the concept of mapping very quickly. They can make the maps
colorful and bright almost like works of art. The structure of the maps helps them
think in terms of concepts and associations, to build hierarchies of information.
Since the entire subject can be captured in one map, they learn to think holistically.
And the combination of words, colors, images or drawings, and spatial orientation
really gets the brains humming.

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 Chapter 3
METHODOLOGY
3.1. The research context
3.1.1. The participants
In order to get the data for the study, 135 students from three 10th-form classes
and five teachers of English who are teaching grade 10 at Nghen High School, Can
Loc district were randomly selected for investigation. Pseudonyms are used for
sensitive reasons.
3.1.1.1. The students
135 grade 10th students participating in the survey and the interview are from
three classes 10a4, 10a1, 10a7 at Nghen High school. They all living in Can Loc
district. All of them have been learning English for four years at lower secondary
school. They have also learnt and got to know speaking skill at lower secondary
school. In many speaking lessons, they have also learnt to present a topic or report
their group’s work to the whole class. However, only few of them can present
topics required in the English text book 10 in front of class. This means that they
seem to be beginners in presenting in English when they entered high school. Some
students from Xuan Dieu secondary school said that mind map had been introduced
to them before they entered Nghen High school, but the others had never been.
Therefore, teacher, also the researcher, explains carefully to them about mind map
before applying it in teaching speaking lesson.
3.1.1.2. The teacher
The English Group of Nghen High school includes 12 teachers. The five
English teachers are teaching English for grade 10 are invited to participate in the
survey. All of them have been teaching English for more than 5 years, the oldest
one has been an English Teacher for 10 years. The 5 teachers have also worked with
English 10 text book several times. In June 2013, all English teachers in Nghen
High School are introduced and get to know the mind map. They have got to know
the term mind map, how to use it, how to draw a mind map.

25
 3.1.2. Textbook
English is a basic compulsory subject in the Secondary General Education
system. It aims to provide learners with a language tool to achieve knowledge of
science, technology and to comprehend many different culture of human to make it
easier to join the international group. It also helps to develop the language thinking.
Further more, English can also helps to improve the teaching method, transmit the
content of many other subjects at school. English, Together with many other
education activities, forms and develop the personality of pupils.
According to Hoang Van Van et al (2006), English Text Book for secondary
level is formed on the communicative view in which the skills: reading, listening,
speaking, writing are equally focused. Communicative competence of learners is the
ultimate goal of the process of teaching and learning. Language elements such as
phonetic, vocabulary, grammar are considered to be the tool to form and develop
the communicative skills.
The content of the English Text Book is designed on the them-based view in
which the theme is the basement to choose and organize the content and the
materials.
According to this view, student is considered as the central and the major
subject of the learning process. They may actively and creatively participate in the
activities, the tasks, which helps learners to form and improve communicative
skills. Teacher, as what is mentioned in the CLT, is the controller, counselor and
organizer of the teaching and learning process.
In the Syllabus for Secondary General Education, the systems of progressive
methods of teaching language are fully made use of. In this, teaching materials such as
text book, work book, references…are the main teaching aids. Some others such as:
cassette, computer, overhead projectors…are parts of teaching content. The syllabus is
not only the bases to textbook editing, teaching and learning management but it also
play as a tool to assign the learning process, and the quality if teaching.
In the book Tieng Anh 10, there are 16 units, in each of which a topic is
presented. There are five sections in a unit: reading, speaking, listening, writing and

26
language focus. Text books are designed with the aims that all the skills are equally
focused and learners can practice communicative skills as much as possible.
Learners communicative competences are the ultimate goal of the curriculum.
A. Reading: Reading lesson is often the first to be taught in order to develop
reading skills for learners such as scanning, skimming. This also helps students to
get to know with the topic and provides them with knowledge, vocabulary,
information… to speak, listen or write. A reading passage is often from 190-230
words in length. Teaching and learning process are divided into three stages: Before
reading, while reading and post reading.
B. Speaking: is the second to be taught, topic relating to the topic of the unit
will be presented for students to talk. It is also divided into three stages:
Preparation, practice, and product.
C. Listening. Similarly with reading lesson, it is also divided into three stages:
before listening, while listening, post listening. Listening skills such as intensive
listening, extensive listening, listening for specific information, listening for gist…
D. Writing: As being a productive skill, writing lesson is also divided into
three stages which are the same as speaking lesson. A model of writing like: letter,
narrative, a report, or a paragraph is often presented so that learner can see the
model, the structure and other language items to be used for their writing.
E. Language focus: Learners’ language competences are consolidated in this
lesson. There are two main parts in this: Pronunciation and grammar and vocabulary.
There are three lessons a week for each class. After three or two units there is a
test yourself lesson. There are 6 test-yourself lesson. The school year is divided into
two terms, there are three written tests which take 45 minutes in each Meanwhile
there are 117 classes in a school year.
3.2. Research methods
Nowadays, it is increasingly common for researchers to report the study on
both quantitative and qualitative findings, especially, in studies on English as
Second Language (Adams, Fujii and Mackey, 2005). Thus, in consideration of the
research’s purposes, this study was done in the light of both qualitative and

27
quantitative research in which the data is collected by means of questionnaires,
classroom observations and interviews of both teachers and students.
Survey questionnaire is one of the most effective instruments for collecting
data in social science. Advantages of using questionnaires that Gillham (2000)
highlights are: less pressure on respondents, not under pressure of bias, and analysis
of answers is straightforward. Classroom observation is a useful way to investigate
external factors in L2 learning. Through classroom observations, researchers can
capture a wholistic picture of the natural setting. And classroom observations are
often used to supplement data obtained from interviews and questionnaires.
(Adams, Fujii and Mackey, 2005). Like questionnaire, interviews can allow
researchers to investigate cognitive processes such as awareness or constructs such
as perceptions or attitudes that are not directly observable.
The purpose of using questionnaire, classroom observations and interviews as
research materials to collect data in this study is to triangulate the data and to
overcome the limitations or drawbacks of other methods because one can well
support another which helps strengthen the research findings.
3.3. Research instruments
3.3.1. Questionnaires
The study employs four questionnaires, two of which are for teachers and the
two other are for students.
The questionnaires 2 and 4 which were written in English were for teachers.
They were delivered to 5 teachers who were teaching English to the 10th Graders at
Nghen High School.
The Questionnaire 2 was delivered before applying mind map into teaching
presenting process. It includes 4 questions. The aim of the question 6 and 7 reveal
teacher’s attitudes towards, speaking and presenting skill. Question 8 and 9 are to
investigate the difficulties that teachers have experienced when teaching presenting
skill in speaking class.
Questionnaire 4 consists of 3 questions. Among them, question 14 is aimed to
explore teacher’s attitude toward using mind map to teach presenting skill. Question

28
15 and 16 are designed to see how mind map is used to solve difficulties in teaching
presenting skill to 10th graders.
The survey questionnaires 1 and 3 administered to 135 students. Questionnaire
1 which was carried out before applying mind map in learning presenting includes 5
questions. Question 1,2 and 3 indicate students’ opinion on presenting skill.
Question 4 and 5 were designed to investigate difficulties students have experienced
when presenting.
Questionnaire 3 was conducted after mind map had been applied in teaching
and learning presenting. There are 4 questions in the questionnaire. Question 10 and
11 is to explore the attitudes of students toward using mind map in presenting.
Question 12 and 13 is to view what mind map has helped learners to overcome
difficulties they may face when presenting.
3.3.2. Interviews
Another research tool employed in this study was interviewing schedules. The
follow-up interviews with teachers and students were carried out to get more
information about the reason for their choosing. The interviews also help the
researchers to find out the difficulties that students and teachers may cope with
when teaching and learning presenting. These questions were open enough to allow
the interviewees to comfortably express their thoughts, feelings, or opinions.
3.3.3. Data collection procedure
In the first phase, questionnaires 1 and 2 were administered to 135 students
who are at 10th form and are studying at Nghen high school at the end of the first
semester of the school year 2013-2014. The participants were asked to complete the
questionnaire and returned their responses. The time is not limited so that they
would have as much time as they needed.
After the data collected were analyzed, 10 random students and all 5 teachers
who were teaching English 10 were contacted for interviews with the researcher in
locations where they felt at ease and at a time they suggested. The interviews were
all tape-recorded so that the interviewer is free to participate naturally in the

29
discussion and to allow the content to be reviewed carefully. During the interview,
the researcher modified the questions and procedures according to the subjects’
responses.
In the second phase, the questionnaires were delivered to the same 135
students and 5 teachers after mind map had been applied in teaching and learning
presentation for 5 lessons.
Beside survey questionnaires and interviews, classroom observations were also
carried out to collect more information about the fact of students’ presenting skill in
a speaking lesson before mind map and students’ change in ability of presentation
after mind map had been applied. Problems occurring in the real classes as well as
difficulties the teachers coped with in practice.
3.4. Data analysis
The data of the study was analysed both quantitatively and qualitatively. As
for quantitative analysis, we used descriptive statistics to quantify the data in form
of charts and figures. The qualitative data were reviewed carefully and repeatedly to
identify patterns and information that helps to explain the quantitative findings.
The chapter has described details of the the research context, sample and
sampling procedure, the research methods, the research materials and data
collection procedures used in this study. Major findings will be presented and
discussed in chapter four.

30
 Chapter 4
FINDINGS AND DISSCUSSION

4.1. Pre-task questionnaire for students

Pre-task questionnaire for students includes 7 questions which aim to collect
students’ attitudes toward presenting and their difficulties in learning this skill.
4.1.1. Students’ attitudes toward presenting skill.
Table 4.1. Students’ attitudes toward presenting skill

Question 1: How is presenting skill important to you? Opinion percentage

(choose one option)
A. very important 27/135 20%
B. important 19/135 14%
C. somewhat important 50/135 37%
D. not important 39/135 29%

It can be seen from the table 4.1 that 27 students find that speaking skills is
very important to them, which takes 20%. Only 14% of them (19) say that it is
important, the number of students who think that presenting is not important takes
29% (39). And the greatest is the number of students who find presenting skill is
somewhat important, which takes 50,37%. This is really a surprise. The problem is
why so many students consider presenting skill somewhat important or not important at
all. The researcher interviewed seven students who thought that presenting is not or little
important to them. All of them admitted that presenting as well as speaking was not
always included in the exams so they did not pay much attention to these skills. It is the
exams that are really important to them. “We learn speaking and presenting skill at class
only, we do not have to do the test on this skill in our exams, grammar and reading are
the most important to us.” Student Lien from class 10a1 said.

31
 4.1.2. Students’ interest in presenting

Chart 4.1. Students’ interest in presenting

Figure from table 4.1 presents a surprisingly disappointing fact that presenting
is not important to quite many students, as a result, the statistics from Chart 4.1
clearly shows that quite a large number of students are not interested in presenting,
this group takes 17%, and 28% of students are somewhat interested in the skill. The
percentage that is interested in presenting does not make many differences, which
takes 33%. The rest, 30 students, is very interested, which takes 22%. This may
express a fact that many students are probably lack of motivation in learning
presenting. Consequently, they are not eager to make efforts in presentation. That is
the current situation of learning presenting skill at high school.
4.1.3. Students’ reluctance in presenting
Table 4.2. Students’ reluctance to present
Question 3. How do you feel reluctant to present?
Opinion Percentage
(choose one option)
A. yes often 61/135 48,36 %
B. yes sometimes 44/135 32,5%
C. No, I like presenting 15/135 11%
D. No, I am willing to present 11/135 8,14%

32
 When asked about their feelings when presenting, 48.36% of students reply
that they often feel reluctant, which is also the biggest group. Quite a large number
of students say that they sometimes have feeling of reluctance. Only 8,14 % are
willing to present in a speaking lesson. There are 15 students like presenting which
takes only 11%.(see table 4.2)
When the results of question 2 and question 3 are taken into consideration, it
can be seen clearly that most of students (39% interested, 47% very interested) like
presenting while many of them feel reluctant to presenting. Only a few of them are
willing. To get the explanations to this some students were invited and interviewed.
The answers all implied that presenting is a difficult skill. It requires not only
knowledge but also the activeness and no nervousness.
The interviewee Quyen stated, “I do not often dare to raise my hand to ask for
presentation because I feel nervous and ashamed too, I only present in front of class
when my teacher asks and I often feel confusing then. Although learning presenting skill
is rather interesting, it is really difficult for me. I have never made a successful speech.
When I present, I feel it difficult to brainstorm the vocabulary, I don’t know what should
be presented first and what second”. Student Truc also admitted, “I always have a
feeling that presenting is so difficult, I am not confident enough to present. So I have
never volunteered to present. Anyway I have to do this task when my teacher requires.
But it is not easy at all to find out the words, structures to for my presentation”.
4.1.4. Students’ participation in presenting lessons.

Chart 4.2. Students’ participation in presenting lesson

33
 It can be seen from Chart 4.3 that more than a half of students (53%) often
participate in presenting lesson. Thirty-six percentages of learners sometimes take
part in the lesson. The minority of those rarely (7%) or never (4%) join. Normally,
almost all of the teachers often give their student short period to prepare and present
in a group of from six to nine students. Therefore, in a small group some students
may have chance to present. However, to present in front of the whole class is a
problem to many students. The data in the table 4.3 below shows that only 11%
have chance to present regularly, 41% practise presenting occasionally, there are 54
students who rarely present in front of class, which take 40%. Many teachers also
admitted that they do not give their students much time to practise presenting in
front of the whole class.
The interviewed informant Minh said that in speaking lessons, in her class
there were only two or three students had chance to talk because time is not always
enough time for more. Student Huy also added, “I sometimes raise my hand to ask
for my teacher’s permission to present but, I got once. My teacher give us too little
time, we rarely have chance to present”.
Not only students’ unwillingness but shortage of time in a speaking lesson is
seemingly one of the problems to students’ presentation improvement.
Table 4.3. Students’ opportunity to present

Question 5: How often do you have Opinion Percentage

opportunity to present in front of class?
(choose one option)
A. often 15/135 11%
B. sometimes 55/135 41%
C. rarely 54/135 40%
D. never 11/135 8%

34
 4.1.5. Factors making students reluctant to present.

Chart 4.3. Factors making students reluctant to present

The purpose of question 6 for students is to explore the factors making

students reluctant when they make a presentation. Statistics provided in the chart
4.3 show that 72% of the respondents are afraid of losing face in front of teachers
and classmates while the other 17 percent of students responses they speak English
unwillingly in class as they are not accustomed to speaking English in class that was
effected by their prior learning experiences at school. Making mistakes is likely the
most outstanding reason for students’ anxiety of presenting since 112 formants tick
at this suggestion. Not many students think that they are not accustomed to
presenting as they have been learning this since lower secondary school. This group
takes only 17%, which is also the smallest of the five suggested factors in the
questionnaire. Fifty-five (40%) students suppose that they are taking boring
speaking lessons and 26 % think that the topics in textbook are boring.
“To stand up in front class and teacher a report or present something is really
difficult to me” Student Huy said. He also stated that this occurred not only in

35
English lesson but also in other lessons such as literature, mathematics…when they
talked in Vietnamese. “Whenever I am appointed to present, I often feel very shy and
nervous. My classmates and teacher is certainly follow me carefully and attentively so I
have a fear that I will make mistakes then my classmates will laugh at me” this students
continued to express his problems. Many students also enounce that they have never
been felt satisfied with their presentation; they always make a lot of mistakes such as
pronunciations, grammar especially their presentations are not fluently at all. They have
to pause to look at books, or stop to recall what has been prepared.
4.1.6. Factors deterring students’ presenting.
Table 4.4. Factors detering students’ presenting
Question 7: What often deter your presenting in class?
Result
(you may choose more than one options)
A. unable to find words/vocabulary 97/135
B. unable to find ideas 93/135
C. unable to find suitable structures to express. 122/135
D. unable to organize the ideas 125/135
E. lack of time to practice presenting 100/135
F. lack of confidence 95/135
G. lack of some background knowledge 86/135

According to the students’ answers, the major difficulty when they do

presentation activities is they are unable to organize the ideas, which is proved by
such percentage of 52%. Another difficulty is that the students can not find suitable
structures to express their ideas with the percentage of 32%. Ninety-seven students
say that their problem is that they are not able to find words and vocabulary for the
topic, which take 72%. About 74 percentages of students suppose that they do not
have much time to practice. There are 95 students reveal that lack of confident
prevents them presenting. The group of students who find it unable to find the ideas
to present takes 69%. The lowest rate of all is the percentages of those who suggest
that their limitation of back ground knowledge(see table 4.4)

36
 Chart 4.4. Factors deterring students’ presenting
It is clear that there are many factors deterring students’ presenting in class. A
very high proportion of surveyed students agree that the factors given in the
questionnaire causes difficulties to them in learning presentation.
4.2. Pre-task questionnaire for teachers
Pre-task questionnaire for teachers contains 8 questions. The purposes of these
answers are to investigate teachers’ attitudes toward teaching presenting and their
problems when teaching this skill
4.2.1. Teachers’ attitude toward presenting skill
Table 4.5.Teachers’ frequency in teaching presenting

Question 1: How often do you teach presenting in your speaking

Opinion
lesson? (choose one option)
A. very often 5/5 (100%)
B. sometimes 0
C. rarely 0
D. never 0
The data in the table 4.5 above indicates that all teachers always teach
presenting in their speaking lessons. As a rule, in a speaking lesson which is often

37
taught after a reading lessons, presenting skill is required in the last task of the
lesson, this is at the third stage of the lesson – post speaking stage. This is also
considered as the producing – stages when students are let to talk freely to express
their opinions. This is applied to all speaking lesson in The Text Book English 10.
That is the reason why 100% teachers teach presentation in their speaking lessons.
Presentation is indeed a compulsory task in speaking lesson in English 10. In the
text book English 10, the four skills reading, listening, writing and speaking are
equally focused. Being aware of this, therefore, when answering the question 2: Is
presenting skill an important skill to be taught? all 5 teacher responded yes.
4.2.2. Factors making teaching presenting difficult.
Table 4.6. Teacher’s difficulties in teaching presenting
Question 3: What are the difficulties when teaching
presenting in your English classes? Opinion Percentage
(you may choose more than one option)
A. Students are lazy and passive as they are not
4/5 80%
interested
B. Students are lack of knowledge of related topics. 2/5 40%
C. Teachers cannot supply satisfactory explanations to
1/5 20%
the issues discussed.
D. Others: (please specify)..……………………………

From the result in table 4.6 it is shown that 80% of the surveyed teachers agree
that their biggest difficulty is students’ laziness and passiveness as they are not
interested in this kind of English lesson, while one teacher (20%) thinks that their
lack of knowledge of the discussed topics or they can not give satisfactory
explanations to these topics. In fact, among the fine lessons: reading, speaking,
listening, wring and language focus, the reading lessons are often the first to be
taught in each units. Therefore, these lessons often supply knowledge needed for the
following lessons including speaking lesson. In addition, in the pre-stage, and
while-stage ideas, structures and vocabulary are also given as cues. Meanwhile only
one teacher ticks at the option C and two teachers (40%) suggest that students are lack of
knowledge of related topics. Besides, teachers also specified some other difficulties such

38
as the non-standard learning environment, too many students in a class, lack of visual
aids, and students’ anxiety due to their lack of confidence. Students’ grammatical
mistakes, limitation of vocabulary, mispronunciation are also listed.
4.2.3. Time limitation
Table: 4.7. Limitation of time for presenting task
Question 4: How much time do you often spend on Opinion Percentage
presentation task in speaking lesson?
(Choose one option)
A. 5-7 minutes 4/5 80%
B. 8-10 minutes 1/5 20%
C. 11-15 minutes 0/5 0
D. 15-20 minutes 0/5 0
E. more 0/5 0

Presentation task is often designed at the last stage of a speaking lesson – post
speaking. Normally, before asking students to present, teachers often give them
time to prepare in group or individually meanwhile 80% of them give their learners
about from 5 to 7 minutes to present. Only 20% can spend about 8 to 10 minutes on
presentation. None of them gets more than 11 minutes to require their students to
present (see chart 4.7). From five to seven minutes is certainly too short for a
presentation. This can explain why in question 6, the maximum of students have chance
to present is only four. However, more than a half teachers 60% admit that they can often
give chance to not more than 3 students to present and correct their mistakes after that.
Statistics provided in table 4.13 below are well-matched with the data provided in
question 5 and chart 4.5 in questionnaire for students, since only 11% of students
acknowledged that they often have chance to present on their class.

Table: 4.8. Students’ chance to present in class

Question 5: How many students often have chances to present Opinion

in a speaking lesson? (choose on option)

39
 A. 2 students 0/5
B. 3 students 3/5
C. 4 students 2/5
D. 5 students 0/5
E. more 0/5

Teachers said that they do want to have more time for their students to present so
that they can improve their speaking skill. Moreover, presenting skill considered as
productive skill is often taught in the post stage of speaking lesson when students are
encouraged to talk freely to express their opinions, and it is an important criterion to a
successful speaking lesson. However, in fact, “I often have to spend most of the class
time on the first and especially the second stage in which teacher have to control their
practice and supply needed materials and information so that they are confident enough
to present the topic” teacher Hien said. This teacher also confirms that in some speaking
lessons where the topic is familiar, the structures are easy and simple, the ideas are
clearly organize such as talking about habits, daily activities…she may have four
students do presentation otherwise time is over before the third speaker can complete the
presentation. And what is presented in the table 4.8 above also prove that, teachers in fact
do not have much time for their students to practice at class in speaking lesson.
4.2.4. Students’ unwillingness
Table 4.9. Students’ unwillingness to present
Question 6: How willing are your students to present? Opinion
Percentage
(Choose one option by circling A, B, C, or D)
A. very willing 0/5 0%
B. rather willing 1/5 20%
C. somewhat willing 2/5 40%
D. not willing 2/5 40%

Perhaps, the problems involved in the answers to question 6 for teachers – “How
willing are your students to present?” are the same those raised in questions 3 for
students. Data analyses from both questions imply that a great number of students are

40
reluctant to presenting. As can be seen the table 4.9, there were 40% of the teachers
complain that their students are not willing to present, a same number of teachers agree
that learners are somewhat willing. Only one teacher supposes that the students are rather
willing. No one is sure that their students are always willing to present.
“To compare with the other lessons such as reading, writing, and language
focus, like listening, the number of students volunteer to presenting in a speaking
lesson is much less” teacher Phuoc said. She also explained that presentation skill
causes a lot of difficulties to their students, they often feel very confused when
being asked to stand up and present, and of course very few of them in a class dare
to raise their hand to do presentation task.
Teacher Hien revealed that students seemed to defy listening and speaking
skills. According to her, this may derives from the fact that exams includes none of
these two skills and tests they have to do at school given by teachers hardly assess
their speaking and listening skills. Many English teachers also admit that although
the four skills are equally focused in the learning and teaching, they, in their tests
such as 15-minute tests, 45-minute tests…do not often test listening and speaking
skills while reading, writing and grammar are mainly concerned.
4.2.5. Factors causing students’ unwillingness when presenting
Table 4.10. Factors causing students’ unwillingness when presenting
Question 7: What make your students feel unwilling
Opinion Percentage
to present? (You may choose more than one options)
A. they feel shy and afraid of losing face 4/5 80%
B. they are not accustomed to presenting 3/5 60%
C. the topics are too boring 2/5 40%
D. the topic are too difficult 2/5 40%

Question 7 attempts to find out teachers’ opinions on the factors that make
students reluctant to present in English in class. The possible responses are shown
in chart 4.5 bellow:

41
 Chart 4.5.Factors causing students’ unwillingness when presenting
Statistics provided in table 4 show that 80% of the respondents think that
their students are afraid of losing face in front of teachers and classmates. 60
percent of teachers response that their learners speak English unwillingly in class as
they are not accustomed to speaking English in class, which was effected by their
prior learning experiences at school. The percentage of responses complaining
about boring and difficult topics is the same, which takes up to 40 %.
It is evident that both students and teachers indicate that it is the fear of
losing face, which makes presenters feel most reluctant. An teacher V said: “Just
very few of my students volunteer to make a presentation task in front of class,
some of them even refuse to do this when being asked and they said I’m sorry I
have finished my preparation yet”. Why do so many students feel reluctant to
present? “Perhaps, they are afraid that they may make mistakes when presenting,
and they cannot also have a fluent speech as they may forget ideas, words during
their talk meanwhile they have to stop and take a look at their book and note paper”
she also stressed.
It is undeniable that there are many factors making students feel unwilling to
present. These factors derive from difficulties that students get during learning
process and it remains as trammels that teachers have to cope with in their speaking
lesson. Thus, the question 8 is designed to identify this.

42
 4.2.6. Factors preventing students from presenting
Table 4.11. Factors preventing students presenting

Question 8: What factors prevent your students from presenting?

Opinion
(You may choose more than one options)
A. unable to find words/vocabulary 5/5
B. unable to find ideas 3/5
C. unable to find suitable structures to express. 4/5
D. unable to organize the ideas 5/5

Chart 4.6. Factors prevent students presenting

Data from class observation also shows that students have many difficulties in
practicing presenting skill. In the first term, when the suggested technique, mind
map had not been applied, the researcher observed the three class involving
informant to note down and record students’ learning.
The first problem is perhaps the time spent on presentation. In each speaking
lesson, the time for this task is often about 7-11 minutes. This explains why only
from 2 to three students may take turn to present. Students’ presentations are often
short. The longest presentation consist of about 9-10 sentences, which are also often
simple sentences. However, these presentations often last about 3-4 minutes as
students can not present fluently, they some time they have to stop to look at their
notes. There are quite many grammatical mistakes, especially incorrect uses of

43
tenses. Presentation of student Sang below shows many mistakes like that. The task
requires learners to talk about the person you have learnt about in the interview that
was done in the previous task in while-speaking stage. Cues given are: date of birth,
place of birth, home, parents, brothers, sisters, primary school, secondary school,
favourite subjects. Here is his presentation which is tape-scripted from recording:
Student Huy: Hoa was born in 1998 in Nghen town. Her father is Huy, her
mother’s name Thuy. Her parents is teacher(s). She live(s) in Nam Son and. She
have a brother. Her primary shool is Ngo Duc Ke. She learn(s) primary school in
2008. She learn(s) secondary school in 2013. She favourite subjects English. .
Student Qyuen: Her name Hoa. Ah….She was born in March and eh…2nd
1998. He was born in Nghen town. Uh…she live in Phuc Son Village. Her father
name Hung. He is a teacher. Her mother Hoa. She is a doctor. He..uh…her brother
is Nam. He is a student. He is a …he is a shool in university. Her sister…her sister
is Mai. She is a student at Nghen secondary school. And..ah..Hoa is a students
now she is a student in Nghen high school. Her primary school Ngo Duc Ke and
…English is her favourite subject.
It can be seen clearly in the fisrt presentation that it is rather a short and simple
presentation which contains many grammatical mistakes mention above. Verbs
“learn, have, is”… are certainly used in incorrect tenses, which are easily
recognized and corrected by themselves in written tests. The reason for this maybe
when presenting students may pay more attention to fluency and pronunciation. The
ideas are not presented in a logical order because the students do not have an outline
or a note of ideas to present. Meanwhile the third sentence she lives in Nam Son
should have been the second. The number of words used to express opinions are
limited (15 content words only), on words are supplied as cues. Coherent factors
such as liking words are not used. Additionally, it is, in fact, not a fluent speech in
which presenter had to take pause to recall ideas or take a look at the textbook or
notebook. The second presentation seems to be longer, however, the same types of
mistakes are easy to be found and it is not fluent at all. Another problem to be

44
discovered during observation is that some students trends to write down in full
sentences and then when being asked to present they stand up and fluently present
without so many mistakes and pauses, however, actually they are practicing reading
not speaking at all. To explain this many students say that they may not remember
what to present, how to present when they stand up and present because of feeling
of anxiety, shyness and being afraid of making too many mistakes and low
appreciated from teachers as well. These problems are also really big challenges to
both students and teachers, which have been investigated and discussed in the
analysis from the data coming from survey questionnaires above.
4.3. Post-task questionnaire for students
Post-task questionnaire for students consists of 5 questions varying in two
main categories. The first one dealt with students’ attitudes toward using mind map
for their presentation task. The second is to investigate the evaluations of students
on effectiveness of mind map.

Chart 4.7. Students’ interest in mind map

The pie chart 4.7 above show clearly that the majority of students response
that mind map is interesting, this group overwhelmingly takes 81%. 14% say
they feel interested. A small number of students are not very interested in using

45
mind map to present. Only 1% (2 students) are not interested at all. The analysis of
the data from the questionnaires below will explain why such a great deal of
students are interested in using mind map for their presentation task.
All of the interviewees assumed that they find using mind map in their
learning interesting because as interviewee Ky said, “with mind map, we feel
easier to present. It helps us to overcome many difficulties we may get when
learning presenting. With a mind map, things such as vocabulary, structures
and ideas are available for my presentation. Moreover, it not very difficult to
operate this tool.” Interviewee Truc confirmed that mind map is also very
useful when they are asked to work in group. “When drawing mind map all
members have to work, each is obliged a certain part in the map. Everyone has
job to do. We also have more chance to share our opinions; many of my friends
can take turns to contribute their ideas. Not only gifted students but the others
also have opportunity to express their thoughts”, Truc said.
4.3.2. Question 2: Do you feel mind map easy to use?

Chart 4.8. Students’ feeling of easiness to use mind map

The pie chart 4.8 indicates that it is not difficult to apply mind map in learning
presenting skill. 67% (90) assume that mind map is easy to use. Twenty-seven
percentages of them think that mind map is useful to their presentation. Among 135
formants, only 4 students suppose that it is a little difficult to use mind map, this
group takes 4%. The proportion of people finding it difficult to use mind map for
their presentation tasks is noticeably lower the least, at 2%.

46
 Mind map is not only an easy tool to use, but it is also very helpful. It may
help learners a lot in their learning presenting skill. Many students revealed that it s
not difficult to draw a mind map at all. What they need to do is to write the topic in
the center and then write supporting ideas around. Then connect them by line, it is
better to use color.
4.3.3. Question 3: What can mind map help you to present?
Table 4.12. What mind map helps student
Question 3: What can mind map help you to present?
Result
(You may choose more than one options)
A. organize and present ideas logically and clearly 132/135
B. easy to find words/vocabulary to present 126/135
C. quickly to get suitable structures to express. 122/135
D. easy to find the ideas to present 130/135

Chart 4.9. What mind map helps student

The bar chart 4.9 demonstrates that the percentage of students who admit that
mind map can help them to organize and present ideas logically and clearly is the
highest, at 97%. An approximate percentage (96%) of learners indicates that with a
mind map it is much easier to find out the ideas to present. A high proportion of

47
learners also agree that it is easy to find words to present due to the help of mind
map, which takes 93%. 90% suppose that with the help of mind map they can
quickly get needed structures for to perform what they are thinking and what they
want to say. This figure also point out that mind map can help to solve difficulties
that sated in the previous part.
4.3.4. Question 4: How can mind map help you to feel more confident
when presenting?
Table 4.13. How mind map help you to feel more confident when presenting
Question 4: How can mind map help you to feel more confident
Result
when presenting? (You may choose more than one options)
A. you are not afraid of forgetting ideas, vocabulary 128/135
B. you are not afraid losing face as you can present more fluently with a
121/135
mind map
C. interesting images, colors attract you. 119/135
D. you can present the topic in a right order. 125/135

Chart 4.10. How mind map help you to feel more confident when
presenting
It is clear that mind map is very helpful to students in their presentation task. It
can solve the problems that students may get when presenting. As a result, they, of
course, feel more confident to make a speech, report or even a long presentation.
This is proved by the data given in the bar chart 4.10 above. There are 128 students

48
saying that they get rid off the fear of forgetting ideas. This takes up to 94%. The
images and the colors in the mind map always attract viewers’ attentions; they
follow the lines and the directions drawn in to get vocabulary, ideas, and structures
for the presenting task. Meanwhile 88% approve with the option C in the
questionnaire. As necessary factors for a presentation are available in the mind map
which is easy to follow, attracting to look at and quick to find, students no longer
find it difficult to present the topics. As a result, 93% (125) of mind map users
accept this. Thanks to mind map, many difficulties are overcome, mistake is not a
barrier as ideas are logically organized and vocabularies are available. That means
the anxiety of losing face is no longer a challenge to learners. It is also shown in the
chart that among 135 formants, 125 agree that they are not afraid of losing face
when they have a mind map to present.
4.3.5. Question 5: How often do you want to use mind map to present?

Chart 4.11.How often do you want to use mind map to present

It is evident that mind map which is thought to be easy to use by a majority of

students is a useful tool to presentation task. Consequently, most of students (80%)
when being asked admit that they often want to use mind map in their speaking
lessons (see the chart 4.11). The data from the chart illustrates that none of them

49
says never. 15% want to apply it occasionally. Only 5% do not really want to use
this tool. It is clear that mind map can help students to reduce their felling of
confusing, it also make them to feel more confident. It gives more chances to more
students to create and take part into the lesson. Therefore, it can be concluded that a
great deal of students (80%) want to use it because of not only it is easy to use bit
also its usefulness in learning presentation.
4.4. Post-task questionnaire for teachers
Post-task questionnaire for teachers consists of questions varying in two main
categories. The first one concerned with students’ attitudes toward using mind map
for their teaching presenting skill. The second is to investigate the evaluations of
teachers on effectiveness of mind map in teaching presenting.
4.4.1. Teachers’ interest in using mind map
Table 4.14. Teachers’ interest in using mind map
Question 1: How are you interested in using mind map in your
Opinion
teaching presenting skill? (choose one option)
A. Very interested 3/5
B. interested 2/5
C. not very interested. 0
D. not interested at all 0

It can be seen from the table 4.14 that three-fifths of teachers are very
interested in using mind map as a tool for their teaching presenting skill. And two-
fifths of those also approve that mind map is interested. No teacher thinks that it is
not interested or not interested at all. This data is not a surprise at all when looking
at the result from the interview with teachers. When being asked why they felt
interested in mind map, many teachers reported that since applying this technique,
there were more students participating in the lesson. Teacher Thanh said, “when
being asked to prepare for the presentation task my students seem to be more
motivated, they actively take part in their group, they discuss, share ideas. In
addition, especially, there are more students voluntarily raise their hands and stand
up in front of the class and talk. I think not only I but my students are also
interested”. Teacher Quyen also added and stressed, “using mind map in teaching

50
help my students to overcome many difficulties, they have more time to present. As
I often ask my learners to prepare at home carefully, then bring it to class and share
with your partners”. How mind map can solve the teachers’ problems is described
the data collected from the questions below.
4.4.2. Question 2: What can mind map help your students in their presenting?
Table 4.15. What mind map helps your students in their presenting?

Question 2: What can mind map help your students in their

Result
presenting? (You may choose more than one options)
A. It helps your students to organize ideas for their presentation 5/5
B. It helps your students to find vocabulary for their presentation easily 4/5
C. It helps help students to get ideas for their presentation easily. 4/5
D. It helps help your students to have structures to express their 5/5
thoughts easily

Chart 4.12. What mind map helps your students in their presenting
Data from question two, which is described on the bar chart 4.12 and the table
4.15, clearly show that all surveyed teachers (100%) agree that mind map can help
their students to organize ideas for the presentation. A same number suppose that
this tool may help speakers to get structures to express their opinions easily. A very
large majority of teachers (80%) believe that it helps presenters to find vocabulary

51
easily. Among 5 teachers teaching English to 10 th graders, three (80%) affirm that it
is easier for students to get ideas for the presentation with a mind map.
4.4.3. Question 3: How can mind map help your student to overcome their
anxiety in their presentation?
Table 4.16. What mind map helps your students to overcome their anxiety
Question 3: How can mind map help your student to
overcome their anxiety in their presentation? Result Percentage
(You may choose more than one options)
A. it help students overcome difficulties in presenting 5/5 100%
B. it help them to get rid off the fear of forgetting things so
4/5 80%
they are more confident
C. images, colors attracts them 3/5 60%
D. it can help them to present accurately and fluently 4/5 80%

Chart 4.13. What mind map helps your students to overcome their anxiety
It is reasonably explained that since mind map can help teachers and learners
to solve problems in their teaching and learning, it also helps learners to feel more
confident and overcome their anxiety in presenting. Therefore, it not surprising that
when being asked how mind map helps your students to overcome their anxiety in
their presenting, absolutely 100% of teachers affirmed that it help their learners to
overcome difficulties in their presentation task. Four-fifths of teachers (80%)
suggested that students perhaps get rid off the fear of forgetting things with a mind
map meanwhile they would feel more confident. A same number of teachers also

52
approved that mind map may help presenters to have more accurate and fluent
speech. 60% of teachers thought funny images, colorful line also attract them, and
this helps them to overcome nervousness.
To sum up, thanks to data collected and analyzed in the questions 2 and 3, it
can be seen that mind map as a learning and teaching tool, can help 10 th graders to
solve many problems for their learning presenting skill.
4.4.4. Question 4: How often do you want to use mind map to teach
presenting skill?
Table 4.17. How often do you want to use mind map to teach presenting skill?
Question 4: How often do you want to use mind map to
Result Percentage
teach presenting skill? (choose one option)
A. often 4/5 80%
B. sometimes 1/5 20%
C. rarely 0/5 0
D. never 0/5 0

The data analysis shown in the table 4.17 above apparently proves that mind map is
really a useful tool to teaching presenting as well as speaking, it is interesting and helpful to
many teachers. Consequently, a very large majority of them (80%) respond that mind map
should be often used. A modest proportion of them said they want to apply it occasionally.
None of them responded rarely or never.
“Since I applied mind map in my presenting lessons, my class seem to be
more exciting, more and more students join the lesson. Many of them have clearly
made progress in presenting, they seem to talk more willingly, and of course, many
of them now can make a speech in front of class not only more accurately but also
fluently.” Teacher Phuoc said. Teacher Quyen also added, “thanks to mind map
students even willingly stand up and present, which is a contrast to the first term,
when many students refused to present when I called them to come to the board.
Their common answers for this were “sorry I haven’t finished my preparation”
The data from class observation show that there have been many positive
changes in class since mind map was applied. First of all, the number of students
taking part in presenting task increased significantly. Before the application of this

53
technique, there were often from 8 to 10 students in a class of 40 to 45 students not
taking part in the lesson or not paying attention to the lesson, which takes up to 20
to 25 %. In a presenting class with usage of mind map, this figure was only 2 or 1.
Secondly, when being asked to work in group to make a mind map ready for the
presenting, students gathered and cooperated more effectively. All members
interestingly and attentively did the task and contributed their work to the group.
Some passive learners had chances to work and express their own ideas. Then,
mother tongue was much less used as they may felt confident enough to talk in
English due to available vocabulary in the mind map they made. Before mind map
was used, in speaking lesson, active students often dominated the class. In each
group, a good learner was often the presenter of the group, the others rarely had
chance or they even did not dare to undertake this job. With the help of mind map,
many students then raised their hands and asked their teacher to give them chance to
report their work to the whole class. They seemed to be more willing to present.
One more fact about the class applied mind map was that there were more students
having chance to present, frequently 5-6 students volunteered to present in front of
the whole class whereas this number was only 2 to 3 on the old class. In addition,
the most conspicuous progress was perhaps the accuracy and the fluency in the
presentation of many presenters.
The following presentation was recorded in the speaking class of unit 11
National Parks. Task 3 required students to tell your partners about your class’
excursion to Huong Pagoda last week and express your regrets about what you did
or did not do during the excursion. It was done by student Truc with the a mind map
made by her group.
Last week our class went on an excursion to Huong Pagoda. Unluckily, many
things we did went wrong. First, we got a carsick because we went by coach. And if
we had brought enough food and drinks, we wouldn’t have spent a lot of money
eating in expensive restaurant. Moreover, we would have enjoyed visit if we had not
had food poisoning. It was pity that many us didn’t have raincoat so we got wet. If
we have been careful when walking in Pagoda, we would not have got lost. The bad

54
things other, we got a fine, if we had not thrown waste in the forest, we wouldn’t
have got this fine. The excursion is a bad memory, we will prepare carefully in next.

Student Truc’s group’s mind map

One more progress that students also made is the time consuming. The count
shows that time for their preparation and presentation is now much shorter with the
help of mind map. Presenters don not have look at their papers, notes too long and
find ideas as this can be done quickly in mind map. They also can do their
presentation task without or with very few pauses. Meanwhile, the successful
presentation above took only a bit more that 2 minutes.
It can be seen that the ideas are organized logically and presented in an
appropriate order. Many linking words are used, which make the presentation seem
to be more coherent. It is not an easy task for 10 th graders as students are required to
used the third conditional to express regrets but the structure of the conditional
sentence type 3 is used correctly. The sentences are seemingly more complex not

55
just simple sentences only. One more easily recognizable change is that the number
of sentences and words used in the presentation significantly increased.
4.5. Some suggestions for using mind map to teach presenting skill
Hoang Van Van et al (2006, p.39) point out that the textbook Tieng Anh 10 as
well as Tieng Anh 11, Tieng Anh 12, is designed with the communicative view.
According to this view, the ultimate goal of teaching and learning English process is
the formation and development of four skills reading, speaking, listening and
writing. Speaking skill plays an important role in improving communicative
competences. It is certainly a very important however, in fact, teaching and learning
English speaking is far from satisfactory. The result from data analysis of pre-task
questionnaires for students and teacher, and interviews shows that students are not
very interesting in speaking lesson. The first reason for this problem derives from
the unawareness of the importance of speaking of learners as it is thought that
speaking skill is not involved in their importance exams. Both teacher and students
suppose that speaking lessons cause them a lot of difficulties. Presentation, which is
defined as extensive (monologue), a type of classroom speaking performance in
Chapter 2 Literature Review, is even much more difficult to them as students at
intermediate or advanced levels are called on to give extended monologues in the
form of oral reports, summaries, or perhaps short speeches. Here the register is
more formal and deliberative. (Brown.1994, P. 271-274). And as mentioned in the
Chapter 2 (p.11) giving a small talk or presentation, which make the class
environment more formal and stressful has also been supposed to be highly anxiety.
Both teachers and students admit that presenters often feel reluctant to do presenting
task because this type of speaking performance require a higher level than the
others, and it is often done in front of a group of people. This makes students have
fear of losing face whenever they are asked to present. Moreover, being afraid of
making mistakes in presentation and getting negative estimation from teachers and
friends also seem to be big barrier to learners. Presentation requires students the
ability of brainstorming vocabulary, knowledge of language such as grammar,
pronunciation and intonation especially the ability to find and organize ideas

56
logically. Such requirements of presenting skill deter students presenting in
speaking class. As being shown in the a majority of students and teacher assume
that they are often unable find ideas (69%), vocabulary (72%), structures (90%), as
well as organize and present ideas appropriately. The results from class observation
point out that, in real speaking class, due to the limitation of language knowledge
and language skill, there are a lot of mistakes in students’ presentation. The order of
the ideas presented is also not logical at all; students seem to present everything
they come across their mind. Additionally, in a speaking lesson which takes 45
minutes, teachers (100%) feel that they do not have enough time for explaining,
guiding or modeling. Students also say that they rarely (40%) or sometimes (41%)
have opportunities to present in front of class as the time is not enough for more
than 4 presentations in every of their speaking lessons.
Mind map has been introduced to teachers and learners to apply in teaching
and learning presentation skill in the second term. In order to investigate the reality
of teachers’ experience in using mind-mapping activities in teaching presenting and
students’ opinions towards this method of teaching, a post-questionnaire has been
conducted with the participation of five teachers who are teaching English 10
Nghen high school and 135 10th form students in the same school. The results
collected from the treatment survey were then analyzed quantitatively and
qualitatively. Important findings for the study have been drawn from this analysis.
The results reveal that the application of mind mapp presenting lessons
can bring about desirable benefits to both teachers and students. One of the
most important finding is that with mind map students are motivated and feel
easier to carry out presenting task in speaking classes.
Mind map, as shown above, can help learners to overcome anxiety in
their presentation. They do not have fear of forgetting things. Making
mistakes is no longer a big obstacle to them. Problems such as finding and
organizing ideas, grammar structures and vocabulary are all solved with a
mind map. Consequently, students seem to present more accurately and
fluently, which may help them reduce the fear of negative evaluation one of

57
factor affecting presentation being referred in Chapter 2 p.12. Apparently,
with the help of mind map students over come their anxieties which “play a
major affective role in second language acquisition” (Brown, 2007).
The result from class observation show that in speaking lessons in which
mind map is applied, students feel reluctant to present in front of class. Many
students now volunteer to present. Much fewer mistakes are found in their
presentation. More students have chance to present and practice presenting in
front of class as they have more time for this task. Since teachers and students
are actually aware of these strengths of mind map, most of them (80% of
teacher and students) often use mind map activities in their teaching and
learning presenting skill.
In conclusion, it can be asserted that mind map is an useful tool teaching and
learning presenting skill. Thank to using mind-mapping that many teachers prefer
teaching speaking as well as presenting, students are not seemingly reluctant to
present.
Some suggestions are introduced to take full advantages of mind map and
effectively apply it into teaching and learning.
First suggestion is that teacher should ask students to work in group of 4 or 5
because good students may help the less to prepare for their presentations. It is
supposed that teachers should always give feedback to the groups’ mind maps and
regularly give marks which can replace 15-minute tests to all students. This can
motivate them more. That is the reason why some teachers always stresses that
teachers have to do this, if classtime is not enough, teachers may collect their mind
maps and correct them later. Moreover, with mind map, in a group, not only some
active students dominate the group, many students can have chances to take their
roles. Teacher, hence, should mix active and passive students. Especially, shy and
passive students should be encouraged to present in front of class more often as
there is time for presentation task since the time which each student takes to is
certainly shorter with help of mind map. It is not effective if the groups are too

58
crowded. A group should include from 4 to 5 so that every members can have
chances to share ideas and contribute the work, they can also take turn to present.
At class, teachers should choose a mind map then hang on the board so that the
whole class can see and give feed back. The feedback from students should be
collected first.
It would be better if teachers asked their students to prepare the mind map at
home, then at class they will make a mind map easier and better and it also take less
time. Moreover, needed material such as paper, coloured pencils should always be
available to make mind map.

59
 Chapter 5
CONCLUSION

5.1. Conclusion
The purpose of the research, as stated previously in chapter one, is to find out
the challenges that teachers and 10th graders face with in teaching and learning. It
also aims to investigate students’ and teachers’ attitudes toward mind map. The
most important goal is to investigate how mind map can be applied to help learners
improve their presenting skill.
The data collected from survey questionnaires interview, class observation
were analyzed quantitatively and qualitatively. Important findings for the study
have been drawn from this analysis. The results express mind map is an effective
tool for presenting lesson for both teachers and students. The most important finding
is that mind map can help students to be more motivated and feel easier to do
presentation task tasks in speaking classes. Mind map has made the presenting
lessons to be more successful as mind map can help their students to solve the
problems preventing them from presenting in class. Thank to the application of mind-
map, both teachers and students prefer their speaking period. However, mind map, in
fact, is still limited due to such many subjective and objective reasons as limited time,
class size, mix-leveled students, lack of facilities, unsuitable provided activities,
students’ learning style, etc.
In conclusion, from the data analysis and the findings, it can be claimed that
English teachers should apply mind map in their speaking lesson to teach presenting
skill to their students. With some mind map’s advantages, it may help the lessons
more interesting.
5.2. Implications
Because of factors such as students’ anxiety, lack of knowledge, vocabulary or
grammatical structures, teaching presenting is clearly a difficult task to teach and
learn. Mind map have been introduced and applied as a solution to these problems.
It has also achieved some promising results. Mind map has been a popular tool in

60
the world; it has been widely applied in many fields. However, it is still not widely
applied in high schools in Ha Tinh. Therefore, some suggestions are given with the
aims to promote the application of mind map in teaching and learning presenting
skill for teachers and students at Nghen High school.
For teacher:
- Teachers should firstly introduce mind map to students and instruct them
how to draw mind map.
- Before drawing a mind map, teachers should supply students needed
information and give them a full understanding about the topic presented.
- Teacher may ask students to work individually or in group which includes
not too many students, it is better for a group of 4 or 5.
- Teachers should keep controlling the students during their mind map
drawing and give them some help if necessary.
- Teachers should always give comments, feedback and marks to students’
mind map. This can be done at home if time at class is not enough. In each classes
teacher should collect at least two mind maps to show to all class and together with
students give comments and make it a perfect one.
- Teachers should always remind students to get materials ready for making a
mind map such as colored pen, paper, colored chalks….
- Teacher should always ask students to prepare carefully at home.
- There have been some software for drawing mind map which can freely
downloaded from internet, so teachers may use them to make interesting mind maps.
For students:
- Students should always be active and participate willingly in presentation
tasks in class.
- Students should follow teachers’ guidance.
- Students should always use English in class. Do not use Vietnamese.
- When being asked to work in group, they should enthusiastically participate in

61
 - Students have to prepare everything to draw. Use different colored pens to
draw lines linking ideas.
- Students should try to present with the mind map. Do not write too much on
a note and read.
- It is better for students to prepare the lessons at home. Students should study
the reading lessons carefully as the reading passages can also supply information,
structures for speaking lessons.
5.3. Limitation and suggestions for further research.
Although the study has accomplished the objectives set at the beginning, it is
impossible to avoid mistakes and limitations. Firstly, the number of participants was
limited, so the data may not reflect fully learning and speaking skill reality.
Therefore, to some extent the research may not be generalized for all students and
teachers. Secondly, due to the shortages of time, the limited knowledge of
researcher, the study cannot cover all the uses of mind map in other skills and
subjects. Mind map can be used not only to teach presenting but some other
language skills. It is also useful to teach language elements. Thus, further study can
focus on application of mind map in teaching and learning skills such as reading,
writing, listening and language elements such as grammar or vocabulary. It is also
very interesting to note that mind map is very useful to review lessons.

62
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17. Gillham, B. (2000). Developing a Questionnaire. London and New York,
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31. Young, D.J. (1991), “Creating a low – anxiety classroom environment: What
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 APPENDIX 1
PRE-TASK SURVEY QUESTIONNAIRE
(For students)

This survey questionnaire is designed for my research into ““Using mind maps
to improve 10th graders’ presentation skill”. Your assistance in completing the
following items is greatly appreciated. You can be confident that this questionnaire
is for research purposes only and you will not be identified in any discussion of the
data. Please provide candid answers to the following questions.
Name:………………………………………….Class: …………........………………
Question 1: How is presenting skill important to you?
(Choose one option by circling the letter A, B, C, or D)
A. very important B. Important C. little important D.not important
Question 2: How much do you feel interested in presenting in speaking lessons?
(Choose one option by circling the letter A, B, C, or D)
A. very interested B. interested C. little interested D.not interested
Question 3: Do you feel reluctant to presenting?
(Choose one option by circling the letter A, B, C, or D)
A. yes often B. yes sometimes
C. No, I like presenting D. No, I am willing to present
Question 4: How often do you participate in presenting lessons?
(choose one option by circling the letter A, B, C, or D)
A. often B. sometimes C. rarely D. never
Question 5: How often do you have opportunity to present in front of class?
(Choose one option by circling the letter A, B, C, or D)
A. often B. Sometimes C. Rarely D. Never
Question 6: What makes you reluctant to present in class?
(Choose one option by circling the letter A, B, C, or D)
A. you are afraid of losing face
B. you are not accustomed to presenting

67
C. the lessons are too boring
D. you may make a lot of mistakes
E. the topics are not interesting and unfamiliar
Question 7: What often deter your presenting in class?
(Choose one option by circling the letter A, B, C, or D)
A. unable to find words/vocabulary
B. unable to find ideas
C. unable to find suitable structures to express.
D. unable to organize the ideas
E. lack of time to practice presenting
F. lack of confidence
G. lack of some background knowledge

Thank you for your assistance.

68
 APPENDIX 2
PRE-TASK SURVEY QUESTIONNAIRE
(For teachers)
This survey questionnaire is designed for my research into ““Using mind maps
to improve 10th graders’ presentation skill”. Your assistance in completing the
following items is greatly appreciated. You can be confident that this questionnaire
is for research purposes only and you will not be identified in any discussion of the
data. Please provide candid answers to the following questions.
Name: ……………………………….class………….………………................…….
Question 1: How often do you teach presenting in your speaking lesson?
(choose one option by circling A, B,C or D)
A. very often B. sometimes C. rarely D. never

Question 2: Is presenting an important skill to be taught in high school?

(Choose one option by circling A or B)
A. Yes B. No
Question 3: What are the difficulties when teaching presenting in your
English classes? (you may choose more than one option)
A. Students are lazy and passive as they are not interested
B. Students are lack of knowledge of related topics.
C. Teachers cannot supply satisfactory explanations to the issues discussed.
D. Others: (please specify)..………………………………….……
Question 4: How much time do you often spend on presentation task in
speaking lesson? (choose one option by circling the letter A, B, C, or D)
A. 5-7 minutes B. 8-10 minutes C. 11-15 minutes
D. 15-20 minutes E. more
Question 5: How many students often have chances to present in a speaking
lesson? (choose one option by circling A,B,C or D)
A. 2 students B. 3 students C. 4 students D. 5 students E. more
Question 6: How willing are your students to present?
(Choose one option by circling A, B, C or D)
A. very willing B. rather willing C. little willing D. not willing
Question 7: What make your students feel unwilling to present?

69
(You may choose more than one options)
A. they feel shy and afraid of losing face
B. they are not accustomed to presenting
C. the topics are too boring
D. the topic are too difficult
Question 8: What factors prevent your students presenting?
(You may choose more than one options)
A. unable to find words/vocabulary
B. unable to find ideas
C. unable to find suitable structures to express.
D. unable to organize the ideas

Thank you for your assistance

70
 APPENDIX 3
POST-TASK QUESTIONNAIRE
(For students)

This survey questionnaire is designed for my research into ““Using mind maps
to improve 10th graders’ presentation skill”. Your assistance in completing the
following items is greatly appreciated. You can be confident that this questionnaire
is for research purposes only and you will not be identified in any discussion of the
data. Please provide candid answers to the following questions.
Name: ………………………………………….Class: …………….....……………..
Question 1: Are you interested in using mind map to present?
(choose one option by circling A,B,C or D)
A. Very interested
B. rather interested
C. not very interested.
D. not interested at all
Question 2: Do you feel mind map easy to use?
(choose one option by circling A, B, C or D)
A. easy B. rather easy C. little difficult. D. difficult
Question 3: What can mind map help you to present?
(You may choose more than one options)
A. organize and present ideas logically and clearly
B. easy to find words/vocabulary to present
C. quickly to get suitable structures to express.
D. easy to find the ideas to present
Question 4: How can mind map help you to feel more confident when
presenting? (You may choose more than one options)
A. you are not afraid of forgetting ideas, vocabulary
B. you are not afraid losing face as you can present more fluently with a mind map
C. interesting images, colors attract you.
D. you can present the topic in a right order.
Question 5: How often do you want to use mind map to present?
(choose one option by circling A, B, C or D))
A. often
B. sometimes

71
C. rarely
D. never

Thank you for your assistance

72
 APPENDIX 4
POST-TASK QUESTIONNAIRE
(For teachers)
This survey questionnaire is designed for my research into ““Using mind
maps to improve 10th graders’ presentation skill”. Your assistance in completing
the following items is greatly appreciated. You can be confident that this
questionnaire is for research purposes only and you will not be identified in any
discussion of the data. Please provide candid answers to the following questions.
Name: …………………………………………class...................................................
Question 1: Are you interested in using mind map in your teaching presenting skill?
(Choose one option by circling A, B, C or D)
A. Very interested
B. interested
C. not very interested.
D. not interested at all
Question 2: What can mind map help your students in their presenting?
(You may choose more than one options)
A. It helps your students to organize ideas for their presentation
B. It helps your students to find vocabulary for their presentation easily
C. It helps help students to get ideas for their presentation easily.
D. It helps help your students to have structures to express their thoughts easily
Question 3: How can mind map help your student to overcome their anxiety in
their presentation? (You may choose more than one options)
A. it help students overcome difficulties in presenting
B. it help them to get rid off the fear of forgetting things so they are more
confident
C. images, colors attracts them
D. it can help them to present accurately and fluently

Question 4: How often do you want to use mind map to teach presenting skill?
(choose one option)
A. often B. Sometimes C. Rarely D. never
Question 5: To make the use of mind map in teaching presenting skill what do you
think teachers should do?
A. teacher should explain carefully to students and guide them to draw.

73
B. teacher should ask student to study and prepare at home carefully.
C. teacher should write down the topic.
D. others (please specify) ……………………………………..……

Thank you for your assistance

74
 APPENDIX 5
Interview questions for students and teachers
For students.
1. Why presenting skill in not important to you?
2. Do you often have chance to present in speaking lesson?
3. How many students in your class often have chance to present?
4. Is presenting skill difficult to you? Why?
5. What make presenting skill difficult?
6. Are you interested in using mind map to present? Why?
7. What can mind map help you in your presentation?
For teacher
1. Are your students interested in presenting lesson? Why?
2. Are your students willing to present? Why?
3. Do many of your students have chance to present in speaking lesson?
4. Are you interested in using mind map? Why?

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 APPENDIX 6
Class observation sheets
Student Huy: Hoa was born in 1998 in Nghen town. Her father is Huy, her
mother’s name Thuy. Her parents is teacher(s). She live(s) in Nam Son and. She
have a brother. Her primary shool is Ngo Duc Ke. She learn(s) primary school in
2008. She learn(s) secondary school in 2013. She favourite subjects English. .
Student Qyuen: Her name Hoa. Ah….She was born in March and eh…2nd
1998. He was born in Nghen town. Uh…she live in Phuc Son Village. Her father
name Hung. He is a teacher. Her mother Hoa. She is a doctor. He..uh…her brother
is Nam. He is a student. He is a …he is a shool in university. Her sister…her sister
is Mai. She is a student at Nghen secondary school. And..ah..Hoa is a students
now she is a student in Nghen high school. Her primary school Ngo Duc Ke and
…English is her favourite subject.
Student Truc: Last week our class went on an excursion to Huong Pagoda.
Unluckily, many things we did went wrong. First, we got a carsick because we went
by coach. And if we had brought enough food and drinks, we wouldn’t have spent a
lot of money eating in expensive restaurant. Moreover, we would have enjoyed visit
if we had not had food poisoning. It was pity that many us didn’t have raincoat so
we got wet. If we have been careful when walking in Pagoda, we would not have
got lost. The bad things other, we got a fine, if we had not thrown waste in the
forest, we wouldn’t have got this fine. The excursion is a bad memory, we will
prepare carefully in next.

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 APPENDIX 6
Some mind maps for presentation in speaking class made by students in Nghen

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