retention, student success, Saudi students, higher education.

214

Arab World English Journal (AWEJ) Volume 11. Number2 June 2020 Pp. 214-231

DOI: https://dx.doi.org/10.24093/awej/vol11no2.15

Effectiveness of Using Poly Category Mind Map for Vocabulary Development

Thashwinny a/p Prabha

Sk Kem Iskandar, Mersing,

Johor, Malaysia.

Azlina Abdul Aziz

Faculty of Education, Universiti Kebangsaan Malaysia,

Selangor, Malaysia.

Abstract

Despite learning English formally in primary classrooms, most of the Malaysian primary learners

are incapable of conveying their ideas accurately in the target language since they have limited

vocabulary. Action research based on the Kemmis and McTaggart Action Research Model was

carried out to alleviate the vocabulary learning challenges. Thus, the study aims are to investigate

the effects of the Poly Category Mind Map for vocabulary development of third-year students.

Thirty students from the third-year suburban school in Mersing, Johor participated in the study.

Vocabulary pre-test and post-tests used as the instruments of collecting the data. The results of the

post-test at the end of the second cycle showed a significant difference between the mean scores

before and after using Poly Category Mind Map to develop vocabulary (p>0.05). The use of Poly

Category Mind Mapping helped students in understanding and remembering the words, their

meaning, and spelling precisely. The findings concluded that using the features of Poly Category

Mind Map, which are the pictures, keywords, and grouping of words aided the students in learning

vocabulary. This study hopes to encourage students, teachers, and curriculum designers to

integrate Poly Category Mind Mapping strategy in English classrooms. Researchers can also utilise

the Poly Category Mind Mapping in learning skills of the English Language such as reading and

writing for further studies.

Keywords: Mind Map, Poly Category Mind Map, primary school students, vocabulary, vocabulary

development

Cite as: Prabha, T.,& Abdul Aziz,A.(2020). Effectiveness of Using Poly Category Mind Map for

Vocabulary Development. Arab World English Journal, 11 (2) 214- 231.

DOI: https://dx.doi.org/10.24093/awej/vol11no2.15

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

215

Introduction

Vocabulary is one of the main elements in language teaching because students can be successful

in learning the language by having adequate knowledge of vocabulary. The Cambridge University

Press (2008) defined vocabulary as all “the words are known and used by a particular person or all

the words that exist in a particular language or subject” (p. 2). Learners need to master several

different components of language, such as grammar and syntax before they can learn a language.

However, vocabulary knowledge is the primary and vital component in acquiring a second

language. This statement is also supported by Wilkins (1972), who argues that “there is not much

value in being able to produce grammatical sentences if one has not got the vocabulary that is

needed to convey what one wishes to say” (In Al Qahtani, 2015, p. 22). Thus, vocabulary

knowledge is significant as it is the main component of a language.

According to Asgari and Bin Mustapha (2010), vocabulary acquisition is one of the most

challenging components of language learning. Therefore, students are weak in their language

proficiency is because they have limited numbers of words stored in their mind to convey their

ideas. This claim is also supported by Misbah, Mohamad and Yunus (2017) as they found from

their study in seven Sekolah Kebangsaan (National) schools in Malaysia that “the most important

factor contributing to the students' problems in learning English is the restricted vocabulary”

(p.2000). They stated that students with restricted vocabulary have difficulty reading, writing,

listening, and speaking English. In conclusion, students' small number of vocabulary knowledge

is the most significant barrier learners' face in studying the English language.

Purpose and question of the study

The lack of adequate vocabulary has made Malaysian primary students have difficult times

having excellent English language qualifications. This problem is also extended to the researcher’s

school, as Malaysian Classroom-Based Assessment or also known as Pentaksiran Bilik Darjah

(PBS) of third-year students, showed that most of the students scored in low bands in their

assessment. Most students are average achievers who scored band 2, which indicates that students

are of limited language proficiency. Based on the analysis of the classroom assessments, the

researcher found that the students do not fully understand the words, their meaning, and they can't

remember the words or the words’ spelling that they have learned. All the problems mentioned

above address one crucial question, which is how the students can learn words effectively.

The researcher believes that learners need to gain more productive knowledge of vocabulary

and build their vocabulary learning strategies. Since the CEFR syllabus is more about the

communicative learning approach, teachers often ignore the method to teach individual words.

Although these words can incidentally be learned, vocabulary becomes more meaningful to

learners when provided with a language-rich setting. In other words, students will benefit from

systematic and direct word instruction. This statement is also in line with Thombury (2002), in

which he proposed that word teaching is as important as language learning. In short, descriptive

vocabulary learning is crucial to enhance the students’ language skills.

Another vital issue is the way students in the class represent their knowledge. Based on their

English notebooks, the researcher noticed that research participants usually represent their

knowledge in linguistic forms. For instance, they will simply write the definition of a new word

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

216

without the addition of language recall techniques. This strategy is similar to some of the schools

in Malaysia, according to Muhamad and Kiely (2018). They argued that the data gained from their

research indicated that teaching vocabulary in the classroom is limited only to discuss the

definition of incomprehensible words. Therefore, it is clear that there was a need to develop the

representations of word knowledge that makes words acquisition easier and words could be kept

longer in the memory. Teachers should assist students with their difficulties in understanding and

recalling the words learned in previous lessons. The value of acquiring vocabulary for second-

language learning is vital. Since the time at schools is minimal, the students need to know

vocabulary items as efficiently and practically as possible.

Thus, action research should be conducted to explore a better language learning strategy. To

overcome the problems that are brought upon the students due to ineffective methods of learning

vocabulary, memory strategies that are regarded as powerful mental tools should be applied. One

of the effective memory strategies to learn vocabulary is using Poly Category Mind Mapping,

which is also a type of mind map. Mind map features consist most of the elements in the memory

strategies, which is integrating new words into the acquired knowledge via imagery, grouping, use

of keywords, and associating. (Schmitt, 1997). Besides, Buzan and Buzan (1993) also advocated

the usage of a mind map as a learning tool as they stated that “the brain finds it easier to accept

and remember visually stimulating, multi-coloured, multi-dimensional mind map, rather than

monotonous, boring liner notes.” (p.89) The Poly Category Mind Map is a type of mind map

which has only three to seven branches. According to Buzan (1993) also, this type of mind map

allows in splitting details of information up into manageable pieces. Thus, this study aims to:

1. Investigate the effects of the usage of the Poly Category Mind Map on third-year

students’ vocabulary development.

Literature Review

Vocabulary Development Process

Vocabulary is usually regarded to be the most prominent instrument for learners to be

successful in second language learning, and ESL students see it as the most challenging section. It

is a truism, therefore, that the absence of adequate vocabulary knowledge restricts the

understanding of language by learners and hinders their capacity to develop their vocabulary

knowledge. It is due to the reason that vocabulary "plays a vital role in all language skills, namely

listening, speaking, reading and writing.” (Robert Ayin & M. Shah, 2020, p.2) Without a doubt,

vocabulary development is a complicated process involving distinct stages, and inadequacy can be

an obstacle to vocabulary learning in each step. Nation (2006) also suggested five phases of

learning vocabulary to develop students' vocabulary knowledge, including finding new words,

knowing the word definition, consolidating the memory of the word form and meaning, and lastly

using the word. In reality, the procedures listed show that more explicit teaching strategies are

required for vocabulary teaching. O'Malley and Chamot (1990) believed that making vocabulary

learning comprehensible and meaningful can be facilitated by using suitable cognitive learning

strategies.

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

217

Vocabulary Learning Strategy

As stated earlier, vocabulary acquisition is a tricky subject among distinct fields of second-

language learning. Many academics think that excellent use of teaching strategies is needed for

building a comprehensive vocabulary list and using them correctly (Alharthi, 2014; Khoshsima &

Rezaeian, 2014). Folse (2004) stated that L2 learners have to memorise the form, get the definition,

and use the term. On the other hand, to obtain, remember, and use new words, it needs the learner

to be disciplined. Dóczi (2011) thinks that acquiring vocabulary is an ongoing method, so

vocabulary learning strategies have an essential role to play in resolving insurmountable language

learning problems. Maximising the opportunity to succeed in teaching, remembering and using

words are the primary objectives of vocabulary teaching strategies that can be achieved through

cognitive strategies. In reality, the cognitive strategy highlights the growth of thinking abilities.

Scheid (1993) also supported this statement by stating that the goal of cognitive strategies is to

allow all learners in their learning efforts to become more strategic, self-reliant, flexible, and

productive.

Poly Category Mind Mapping Strategy

The Poly Category Mind Mapping Strategy is one of the cognitive learning techniques, as it

helps learners to become more pragmatic, self-reliant, agile, and efficient in their vocabulary

learning. The Poly Category Mind Map is a form of a mind map. “Mind mapping involves writing

down a central idea and coming out with new and related ideas from the centre.” (Yunus and

Chien, 2016, p.621) According to Buzan (2016) cited in Hawrani (2011), not only do Mind Maps

display facts, but they also demonstrate a subject's general structure and the comparative

significance of individual components of it. It enables learners to combine thoughts, believe

creatively, and establish links that might not otherwise be possible. These advantages are similar

to the Poly Category Mind Map because the Poly category is also a form of a Mind map. However,

according to Buzan (2016) cited in Hawrani (2011) Poly Category Mind Maps “can contain from

three to seven branches” (p.17). This mind map allows the creation of mental classification

capabilities because Buzan (2016) cited in Hawrani (2011) believed that in short-term memory,

the average mental capacity of beings is unable to recall more than seven parts of information.

Tony Buzan created Mind Map in the early 1970s as an instrument to help individuals more

efficiently take notes and make it easy for us to remember a lot of data. Mind mapping is generally

like art because it uses many colourful photos and symbols. Buzan (2016) cited in Hawrani (2011)

said mind mapping is a robust graphic method that offers a universal key for unlocking the brain's

potential. The recording of data through symbols, images, emotional significance, and colours is

precisely the same as the processing of our brains. The Poly Category Mind Map is also in line

with the Dual Coding theory, which states that data presented with both verbal depictions and

mental images can improve memory and understanding recognition (Li, Yang & Chen, 2010). The

Poly Category Mind Maps which consist of both verbal depictions and mental images using

pictures, colours, keywords to present thoughts and the picture or topic in the central portion can

assist learners' process input more effectively. All the characteristics of the mind map allow the

brain to remember better and recollect the words as according to Dual Coding Theory. Although

the verbal and nonverbal system are both naturally and structurally discrete, they aid each other

during encoding, storing and retrieving, which are the three significant phases of brain memory

function.

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

218

Past Studies of Using Mind Map to Improve Vocabulary

Studies on the use of Mind Map to develop students' vocabulary are discussed here to see the

benefits it has given to other researchers in their studies which could be related to the current study.

As indicated by a research, Mind Map seems, by all accounts, to be a compelling approach to

educate and find out about new information and overarch ideas. The following studies below show

how effectively the Mind Map has been used all around the world, and they are also applicable for

students in Malaysia. However, the researcher was unable to find any existing past research on

vocabulary learning related to specifically to Poly Category Mind Map.

The first research was carried out in Malaysia by Abdul Aziz and Yamat (2016) to investigate

if the implementation of mind mapping method on Year 6 students can expand the vocabulary

limit of sample students as well as to obtain a quantitative measure of the difference in vocabulary

improvement among the students. The findings showed that there was significant evidence that

mind maps had increased the students’ scores in the post-test as compared to the pre-test. The

second research was carried out by Heidari and Karimi (2015), which aims to explore the impact

of mind mapping on vocabulary learning and its retention on 40 Iranian male high school students.

The experimental group that was drilled using a mind map had higher scores than the control

group. The third research was carried out by Sahrawi (2013), which focuses on investigating the

efficacy of mind mapping to instruct English vocabulary on grade 8 students. The research result

showed the post-test mean score proved that mind map was effective in increasing students'

vocabulary mastery. The fourth research was carried out by Kusuma (2015), which aims to

examine the efficacy of mind mapping method on the vocabulary mastery of elementary school

second-grade learners. The research found that there were no major differences between

experimental group students who used mind mapping and those who used word lists.

These researches explored the efficacy of mind mapping method in teaching vocabulary. For

instance, the study carried out by Abdul Aziz, and Yamat (2016), Heidari and Karimi (2015),

Kusuma (2015), and Sahrawi (2013) researched on mind mapping technique to learn vocabulary.

In the current study, the researcher studies the usage of mind map for vocabulary development.

However, only the technique of mind map that is used by Heidari and Karimi (2015), Abdul Aziz

and Yamat (2016) and Sahrawi (2013) showed a positive result after the implementation. In the

aspect of methodology, Kusuma (2015) and Heidari and Karimi (2015) used the experimental

approach. On the other hand, Sahrawi (2013) used the pre-experimental research. However, since

the researcher conducted the research in school, action research method is more suitable because

the researcher will be able to improve on her teaching method. Concerning the sample of study, it

has differed from the previous studies, and all the previous studies are carried out among different

learners. Heidari and Karimi (2015) studies on high school students. On the other hand, Kusuma

(2015) researched on the second graders but Sahrawi (2013) studies on eight graders. Abdul Aziz

and Yamat (2016) conducted on upper primary students. Thus, these studies indicated that mind

map is useful tool for learning for all levels of students. Therefore, the current research was

conducted among the lower primary elementary learners, which is the third students in Malaysia.

Concerning the location of conducting the study, Kusuma (2015) and Sahrawi’s (2013) study

were all conducted in Indonesia. Heidari and Karimi’s (2015) research was conducted in Iran and

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

219

Abdul Aziz and Yamat’s (2016) research was conducted in Malaysia. Thus, it can be concluded

that the mind map technique can be used for students all around the world, including Malaysia

because it showed positive result in students' achievement after using the technique of mind map.

However, the findings of all research except for Kusuma's (2015) was different. Kusuma (2015)

discovered that there were no significant variations between the learners who were instructed by

mind mapping and those who were taught by word list. Therefore, the current study is vital to be

conducted among the lower primary students in Malaysia to find out if the Poly Category Mind

Map technique works when used it to develop vocabulary.

Significance of the study

Although the mind map is agreed by scholars to be a powerful way to improve memory, there

is still a lack of study mind maps in Malaysia for vocabulary learning, particularly in primary

schools. Abdul Aziz and Yamat (2016), in their research supported the previously mentioned

statement. They found “most of the studies and aspects have been done were just for the secondary

and university level” (p. 106). Abdul Aziz and Yamat (2016) carried out their research using the

mind map on the upper primary students. To bridge this gap, the researcher has agreed to apply

the Poly Category Mind map among lower primary school suburban students in Malaysia. Thus,

the Poly Category Mind Mapping strategy in developing students’ vocabulary will hopefully act

as a guideline for lower primary educators in Malaysia. Teachers, who are still practising the usage

of word list memorising method could try out this technique as an alternative technique to help

students enhance their vocabulary. The findings of this research are also hoped to benefit many

stakeholders. ESL textbook authors and curriculum designers may have practical solutions for

vocabulary teaching.

Methodology

According to Creswell and Plano Clark (2007), if you have particular instructional problems to

address, action research is used. Therefore, as proposed by Creswell and Plano Clark (2007), the

researcher decided to embrace the technique of action research to reflect on the specific problem

faced by the learners in the school, to collect and analyse information and to execute modifications

based on our results. The researcher also had chosen the mixed method design in action research

that combines both qualitative research by doing classroom observation and quantitative research

by doing vocabulary tests. The significant advantage is that the interpretation of both kinds of

information can provide a better knowledge of the research problem than either type of information

alone (Creswell & Plano Clark, 2007). This study used Kemmis and McTaggart Action Research

Model-based action research design. The model is a spiral model containing: (a) planning, (b)

acting and observing, (c) reflecting and (d) re-planning (Kemmis & McTaggart, 2005)

Figure 1 Kemmis & McTaggart, 2005, p.278)

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

220

Planning

In the planning stage, the researcher used Poly Category Mind Map to fix the educational issue

identified during the preliminary research, which is the lack of vocabulary knowledge. The next

step was to analyse items to be constructed in the test given before and after the intervention. The

target vocabulary is based on Get Smart Plus 3's Teacher's Book, one of the books given to the

teacher under Malaysian CEFR textbook. Topics 'Occupation', 'My House' and ' Seasons of a Year'

that were used in intervention were taken from the book. The participants were given a pre-test in

the form of the worksheet before they started their lesson for topic "Occupations" in the first week.

After the pre-test was carried out, the teacher gave the students input by teaching the topics

based on the textbook. Then the teacher gave the students a mind map each and a whole class

discussion was made to construct a mind map. This mind map was used to discuss the types of

occupation based on the teacher's input. The mind map illustrations measure about 250 mm x 353

mm, which is the size of B4 paper. Throughout this process, all mind map characteristics such as

colours, images, keywords and central image were used to encourage the memorisation process.

Both the verbal and non-verbal components of the mind map were combined to ensure a better

memory of the students as suggested by the theory of dual coding.

Students were taught how to connect the picture with words. The associated process was linked

to the theory of dual coding. For example, a person's picture of 'fireman' was associated with the

word 'puts off fire'. Then, students were provided unfinished mind map and learners filled in the

missing alphabets based on the specified image. This assignment was aimed at requiring learners

to recall the word spelling. The final phase was to strengthen the understanding learned in which

the researcher conducted operations such as matching the image and phrases and writing simple

sentences based on the vocabulary learnt. All these language skills practices were to reinforce the

vocabulary learned.

Implementing and Observing the Intervention Process

During the implementation of the actions, the researcher carried out the intervention process

that had been designed. These activities were introduced in one research cycle. The researcher

taught new topics during the first, fourth, sixth session. The researcher taught the topic of

'Occupation' at the second meeting,'My House' at the fourth meeting. The topic of 'Seasons in a

Year' was taught at the sixth meeting. When the new topics were taught, the students were asked

to remember the vocabulary items in the mind map.

Reflection

The evaluation of the action was carried out by examining and analysing the intervention

process carried out in the classroom, the outcome of a post-test and classroom observation. Then

the second cycle started as the revised strategy (planning) was then implemented again. The first

cycle took about two weeks to be completed. The outcome was then reflected in the second study

cycle to achieve the research's aimed criteria for success. The criteria of success aimed by the

researcher are at least 70% of the participants must have a minimum score of 26 out of 40

questions. The minimum score of 26 is chosen because in Malaysian Primary School English Test

for standard six which is also known as the Ujian Penilaian Sekolah Rendah, the percentage of

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

221

65% carries the grade of ‘B’ that concludes that students are in the satisfactory level of English

vocabulary knowledge.

The formula used to find the criteria of success was as follows:

% X=X1/N×100%

% X : percentage of success

X1 : number of the learners who scored more that 26 out of 40 questions.

N : total of learners

Participants

The selected participants for this study were twenty 9-year-old primary school students from

Mersing, Johor, which is in the southern part of Malaysia. All of them were learning English as

their second language since they are the native speakers of Bahasa Melayu or native speakers of

Sabah and Sarawak. The twenty students are from 3 Satria. They converse in class using the

mother tongue, which Bahasa Melayu or the native language of Sabahan and Sarawakians. The

performance of these students was based on the previous Pentaksiran Bilik Darjah with a band

score ranging between 2 to 3. According to the Standards-Based Curriculum for Primary Schools

or also known as Dokumen Standard Kurikulam dan Pentaksiran (2018), band 2 and 3 in terms of

vocabulary knowledge informs that the students can spell some familiar words and use partially

correct grammar. (Kementerian Pendidikan Malaysia, 2018). Thus, it can be concluded that the

participants of the research students know the familiar words in English but do not have a wide

knowledge of vocabulary to communicate effectively.

Instruments

The data collection method used in this study was conducted through the test and non-test

instruments. Pre-and post-tests were one of the tools used in this research. The basic principle

behind the design of pre-and post-tests requires a pre-test measurement of the outcome of interest

before the treatment is carried out and followed by a post-test on the same measure after treatment

(Salkind, 2010). Before being introduced to the Poly Category Mind Map, 30 students in Year 3

were provided with a pilot test of 40 items to determine the reliability of the test questions. The

researcher made use of the computer program's assistance in finding the accuracy of the 40 test

items using the Cronbach's Alpha statistics. It was known that the reliability of the 40 sample items

was .915 based on the outcomes of reliability analyses. It implies that questions were highly

reliable, and the intervention was carried out. After two weeks of studying vocabulary using Poly

Category Mind Map, the respondents were provided with the post-test. The products used in pre-

and post-tests were the same except for manipulating the arrangement of the items. The next tool

used is in this research is semi-structured classroom observation. This is because the researcher

made a semi-structured observation that allows the teacher-researcher the flexibility to attend other

concurrent occurrences in the classroom (Hubbard & Power, 2003).

Data Analysis

The data collected were analysed using descriptive and inferential statistics. The descriptive

statistical method used to analyse information from pre- and post-tests were frequency and mean.

In contrast, the inferential statistical method used was paired sample t-test as a means of answering

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

222

the research question. On the other hand, the data from the semi-structured observation were coded

and analysed according to emerging subjects. After the process coding, the data were triangulated

with data from the pre and post-tests to ensure credibility.

Findings

The findings of this study would be discussed based on the research question that was to prove

the effectiveness of using Poly Category Mind Map in Vocabulary Development in the English

language. The first data which was the scores of the participants in both pre and post-tests of the

first cycle were recorded and analysed through descriptive analysis in terms of frequency and mean

and inferential analysis by using paired sample t-test. The test was done through Statistical Package

for the Social Sciences (SPSS) software. Table one showed the comparison between these two

tests in terms of frequency, mean, standard deviation and significant value. Before that, the

Shapiro-Wilk, the tests of normality of data was carried out to ensure the data is normally

distributed.

Sample Characteristics

Table 1. Tests of Normality

Tests of Normality

Kolmogorov-Smirnov

a

Shapiro-Wilk

Statistic

Df

Sig.

Statistic

Df

Sig.

PRE TEST

.100

20

.200

*

.982

20

.957

POST

TEST

.121

20

.200

*

.977

20

.884

Shapiro Wilk’s test (p>0.05) was carried out for the first cycle. Table one shows that the

significance of the pre-test is 0.957 and post-test is 0.884. Since the significance value for the pre-

test and post-test are more than 0.05, it means that there is not enough evidence to reject the null

hypotheses. Thus, the pre-test and post-test are normally distributed because the significant value

is greater than 0.05. The Paired sample t-test is run with the following hypotheses:

a) Null hypotheses: There is no significance difference between pre-test and first cycle post-test.

b) Alternative hypotheses: There is significance difference between pre-test and first cycle post-

test

Table 2. Paired sample statistics of first cycle

Paired Samples Statistics

Mean

N

Std.

Deviation

Std. Error

Mean

Pair 1

PRE TEST

18.4000

20

3.15228

.70487

POST

TEST

23.5000

20

2.80038

.62618

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

223

From the results, it proved that participants’ vocabulary knowledge significantly increase from the

pre- to post test. It specified a significant difference between the mean scores before and after

using Poly Category Mind Map to develop vocabulary (p>0.05). These mean scores projected a

significant increment in participants’ score after the usage of Poly Category Mind Map. Thus, the

null hypothesis is rejected and the alternative hypothesis is accepted. The score performance level

as shown in Figure two below can also prove this analysis:

Figure 2. Histogram of Post-test in first cycle

Although there is significant improvement on the scores of the students, the first cycle results of

post test revealed that it did not achieve the minimum criteria of success aimed by the researcher

which is at least 70% of the participants must have a minimum score of 26 out of 40 questions.

Based on the histogram, it was revealed that only 5 out of 20 students achieved the minimum score

of 26 and above which revealed that only 25% of students achieved the minimum scored needed

to enable satisfactory level of vocabulary knowledge. The researcher did the reflection after the

results of observation, and the results of the vocabulary test were collected. From the observation

in the first cycle, it was found that many learners still had problems in mastering vocabulary. It

could be seen from the learners' answers in the vocabulary test. The next cycle is carried out with

the inclusion of students own drawings on the vocabulary learnt in the mind map.

Table 3. Paired sample statistics of second cycle

Paired Samples Statistics

Mean

N

Std.

Deviation

Std. Error

Mean

Pair 1

PRE TEST

18.4000

20

3.15228

.70487

POST

TEST

27.2000

20

3.94168

.88139

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

224

From the results of the second cycle, it proved that participants' vocabulary knowledge

significantly increase from the pre-test to second cycle post-test. It specified a significant

difference between the mean scores before and after using Poly Category Mind Map with the

personalised drawing of vocabulary to develop vocabulary (p>0.05). These mean scores projected

a significant increment in participants' score after the usage of Poly Category Mind Map with the

personalised drawing of vocabulary. The score performance level, as shown in Figure three below,

can also prove this analysis:

Figure 3. Histogram of Post-test in the second cycle

Based on the histogram of the second cycle, it was revealed that 15 out of 20 students achieved

the minimum score of 26 and above. Therefore, in percentage value, 75% of students achieved the

minimum scored needed to enable a satisfactory level of vocabulary knowledge. This finding

showed that the usage of Poly Category Mind Map with the personalised drawing of vocabulary

is more effective and will allow the researcher to achieve the criteria of success aimed by the

researcher which is to have at least 70% of the participants with a minimum score of 26 out of 40

questions.

Semi-structured Classroom Observation

The semi-structured observation carried out by the researcher had a few checklists that allowed

for triangulation of the data gathered in pre and post-test. During the first cycle, it is observed that

the ability of some students in understanding words and their meaning by relating the pictures with

good words increased. However, some of the students, especially the ones that scored lower marks

in the first cycle post-test had a problem recalling the vocabulary learnt when they were doing their

mind map. It is observed that they had to ask their friends when they have to match the words with

the correct pictures. Indirectly, it showed that students had trouble relating the images with the

vocabulary learnt. However, during the second cycle, when the researcher asked them to draw the

pictures, even the low achievers can recall the vocabulary learnt because they remembered their

personalised drawing related to the images.

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

225

Next, the students also had troubles in identifying the pictures of adjectives with the correct

words. The students were always asking for the teacher's help to differentiate the images of 'misty'

and 'foggy'. Although some students took the initiative to find the meaning of the words in the

Malay language in the dictionary, they were still unclear about the meaning. Most of the students

wrongly answered this question in their first cycle post-test. The students were still unclear of the

meaning of the words because in the dictionary, both stated 'berkabus’ (foggy or misty). However,

in English, both fog and mist are caused by water in the air, but fog is thicker than mist. Thus, this

hindered the students understanding of the meaning words despite being explained the meaning

by the teacher earlier. However, when they drew the pictures of those words by differentiating the

colour used to colour the drawing of 'misty' and 'foggy', they understood that 'foggy' is thicker than

'misty'. Some of the students also used darker blue to colour 'foggy' and 'lighter' blue to colour

'misty'. As a result, most of the students understand the concept of 'foggy' and 'misty' and they

scored well in these questions during second cycle post-test.

Discussion

This research aimed to investigate the effects of the usage of the Poly Category Mind Map on

students' vocabulary development. The data analysis in the form of paired-samples t-test was

conducted to compare the results of pre-test and first cycle post-test. There was a significant

difference in the scores for pre-test (M=18.400, SD=3.152) and first cycle post-test (M=23.500,

SD=2.800) conditions; t (19) =-12.256, p = 0.000. The statistically significant difference between

pre-test and post-test scores proved the effectiveness of the Poly Category Mind Map as a tool to

improve students’ vocabulary learning. However, the result did not attain the criteria of success

because only 5 out of 20 students achieved the minimum score of 26 and above. Thus, it revealed

that only 25% of students achieved the minimum score needed to enable the satisfactory level of

vocabulary knowledge instead of 70% of the students achieving the minimum criteria of success

as aimed by the researcher.

Thus a second cycle of the study was carried out with the inclusion of personalised drawings

of the words learnt, and the results of pre-test and second cycle post-test were compared. There

was a significant difference in the scores for pre-test (M=18.400, SD=3.152) and second cycle

post-test (M=27.200, SD=3.941) conditions; t (19) =-10.614, p = 0.000. It was revealed that 15 out

of 20 students achieved the minimum score of 26 and above. Therefore, in percentage value, 75%

of students achieved the minimum scored needed to enable a satisfactory level of vocabulary

knowledge. Thus, the main finding of the current study was the usage of Poly Category Mind Map

was able to successfully develop the vocabulary knowledge of the students in terms of

understanding and remembering the words and their spelling.

This results can be explained as follows. First, students who used Poly Category Mind Map

strategy in learning vocabulary integrated the newly acquired words with the old previously

learned ones. The students studied subcategories of words after grasping the main category of

words when constructing the mind map. For instance, the words 'hose' is only learnt after learning

the words 'fireman'. Integrating and connecting the new words with the previously established

vocabulary repertoire facilitated profound semantic processing which in line with Buzan’s (2016)

cited in Hawrani (2011). He stated that not only do Mind Maps display facts, but they also

demonstrate a subject's general structure and the comparative significance of individual

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

226

components. These findings is also similar to Sahrawi (2013) findings in which it was found that

students were more encouraged to using new words that were reinforced by keywords that they

had already known.

Second, Poly Category Mind Map helped the Year 3 students immediately learn and remember

English vocabulary due to the 'visual appeal' of the strategy. The nine-year-old students in the

current study are proven to be ideal for vocabulary acquisition and retention by pictures and

personalised drawings used in this study. This statment is confirmed when the students drew the

pictures of words by differentiating the colour used to colour the drawings of ‘misty’ and ‘foggy’.

They understood that ‘foggy’ is thicker than ‘misty’ because some used darker blue to colour

‘foggy’ and ‘lighter’ blue to colour ‘misty’. This statement is also supported by Schmidt (2014),

as he stated that most experts, in their studies, had advocated the highly influential role of the

visual aids in learning vocabulary for children and young learners. The 'visual appeal' effectiveness

in learning vocabulary in the current study also correlated with the past study conducted by Heidari

& Karimi (2015). They stated that “mind maps helped first-grade high school students acquire and

retain English vocabulary directly and very strongly because of their 'visual appeal'” (p.68).

Third, the mixture of pictorial-verbal words in mind maps used in this study involved many

parts of the third students’ brain and indirectly gave intense cognitive concentration and mental

power for acquiring and remembering words. As mentioned earlier, the classroom observation

revealed the ability of some students in understanding words and their meaning by relating the

pictures with right words had increased. The effectiveness of Poly Category Mind Map has thus

been demonstrated to improve memory and understanding recognition similar to the attributes of

the Dual Coding theory as mentioned by Li, Yang and Chen (2010). Thus in the current study, the

representation of knowledge with a mind map diagram helped increase the cognitive brain load of

the students. It mirrors the study by Haji Maibodi and Ashraf (2017) in which they stated the

pictorial-verbal combination of words used in their research included many parts of the brain of

students and provided more cognitive attention and mental capacity to learn and memorise words.

Next to the outstanding feature of Poly Category Mind Map which helped better vocabulary

learning and its retention for students was that Poly Category Mind Maps were easy to review.

Regular review reinforced these learners' memory. This view is also supported by Velayutham and

Yunus (2019) stating that mind map "is a lot of faster to form, and far easier to recollect and

review" (p.32). They specified that the mind map is easy to review because of its non-linear nature

and visual quality. Since the research used Poly Category Mind Map, which only consists of only

three to seven main branches instead of the various number of branches, it allowed better retention

of memory. This verified Buzan (2016) believes in which he specified that in short-term memory,

the average mental capacity of beings is unable to recall more than seven parts of information.

The most crucial feature of Poly Category Mind Map, which played a positive role in

vocabulary development among students was that they were personalised according to the learning

needs or interests of the learners. Although the researcher did not give absolute freedom for the

students in the designing of mind map similar to Heidari and Karimi (2015) in their research, it is

found that personalised drawings of the students made the students understand and remember the

vocabulary learnt better. Both the current research and the research carried out by Heidari and

Karimi (2015) found that the freedom of students to construct their mind map by using diagrams,

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

227

colours, shapes and lines will eventually help students to acquire the vocabulary better. However,

it is essential to note that the current research is carried out among primary school students instead

of the high school students in the Heidari and Karimi’s (2015) research. Thus, primary students'

needs more guidance from the teacher instead of letting all the task to be done by them.

Another point worth considering is that the findings of this study are in contrast with Kusuma’s

(2015) study. Kusuma (2015) revealed that mind-mapping strategy did not help to acquire low-

frequency words and their meanings compared to the students who were taught using word list

techniques. The results of the Kusuma’s (2015) post-test strongly indicated that “mind mapping is

not suitable for Elementary School Students” (p. 86). In contrast, it is evident from the findings of

the current study, both in the first and second cycle, the use of Poly category Mind Map helped

students to understand and remember the words better. A possible explanation for the

ineffectiveness of mind map in improving students’ vocabulary knowledge in Kusuma’s (2015)

research might be due to the way the mind map was utilised among students.

In contrast to current research, which emphasised on personalised mind maps, experimental

group participants in Kusuma’s (2015) research used mind mapping and the roles in the groups.

Thus, using the mind map to learn vocabulary in groups might have demotivated the students

because not all students prefer to learn using a mind map in groups. This statement is also

supported Goodnough and Woods (2002) as they found in their research that students choose to

use Mind Mapping in an individual situation rather than in a group, mainly because it allowed

more personal expression of ideas. Hence, as previously mentioned, the personalised mind maps

contributed to the current research success because students can efficiently recall the vocabulary

learnt due to their personalised learning experience that they have gained during the construction

of mind map.

Since Poly Category Mind Map is useful in learning vocabulary, students can construct mind

maps regularly after vocabulary lessons. Then, the students will use the mind maps that they have

developed to write or tell a story in class. As a result, mind maps can be utilised to develop students'

speaking and writing skills. Mind map techniques can only be mastered with regular practices.

After the method has been mastered, students can easily apply the skills to memorise vocabulary

and organise ideas for their writing and speaking assignments. Indirectly, students would be able

to learn other language skills using Mind Map technique. This statement overlaps with another

study by Buran and Filyukov (2015) that found that their students developed skills in reading,

writing and speaking via the usage of the mind map. Hence, this study using Poly Category Mind

Map to develop vocabulary can also be expanded into other language skills in the English

Language to optimise the benefits gained.

Conclusion

In general, there is a significant improvement which has been justified from the findings. The

differences obtained from the test results show that the use of Poly Category Mind Map was

practical and helpful in improving participants' performance in vocabulary learning. The students'

second cycle post-test showed that the number of correct answers for each student increased, which

showed improvement in terms of understanding of words learnt, remembering the meaning and

the spelling of the words. It implied that the use of aspects in mind mapping such as key pictures,

keywords, colours, and categorisation made the presentation of vocabulary items easier.

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

228

Furthermore, drawing mind-maps skills were also quickly gained by the students because the

drawings were personalised and straightforward. In sum, all these outstanding features of Poly

Category Mind map aided students to acquire more vocabulary efficiently.

This effectiveness of Poly Category Mind Map also gave insights on the importance of direct

vocabulary teaching in the English language. As mentioned earlier, current CEFR syllabus is more

about the communicative learning approach. Consequently, explicit teaching of word instruction

was considered outdated and often ignored. Poly Category Mind Map, which serves as one of

direct vocabulary teaching technique, clearly proved that students still need adequate direct

vocabulary instruction. This technique is necessary to help students, especially average learners,

to develop their vocabulary knowledge. As mentioned earlier, students in Malaysian classroom,

including the ones in the researcher’s classroom lack of proper language recall techniques. This

condition made the learning of vocabulary a daunting task. Poly Category Mind Map successfully

changed the daunting task to a more straightforward method via the usage of memory learning

strategies that are embedded in the Poly Category Mind Map. The success of Poly category Mind

Map as a better learning strategy compared to word list also correlates with Buzan and Buzan

(1993) opinion. They suggested that "the brain finds it easier to accept and remember visually

stimulating, multi-coloured, multi-dimensional mind map, rather than monotonous, boring liner

notes." (p.89)

The results of the study, however, shed light on the problem concerning the time spent to the

mind map activity. Based on the results of this research, it was found out that the use of Poly

Category Mind Map consumes more time compared to the traditional word list method. Contrary

to this issue, Poly Category Mind Map can be handy as students learn a great deal about new words

and the interrelationships in their long-term memory of the meanings associated with the words. It

is suggested that a few ready-made templates can be set earlier to conduct better research in future.

Thus, the learners can choose a variety of ready templates to work on directly without starting

from scratch, and this would take lesser time for them to accomplish their work effectively.

This action work focussed on using Poly Category Mind Map to improve the vocabulary skills

of students. This study has proven to give the researcher meaningful data. Yet the study's results

should also be complemented by those of additional studies. First, the study could be replicated

with different student levels, so the use of the Poly Category Mind Map could be validated further.

The study could be conducted with a larger sample population if possible so that the study's

generalizability could be increased. The current population, which is one third-year students’ class,

may not produce enough data to be commonly used.

Suggestions for Further Research

The future study can focus on the topics below:

1) Using Poly Category Mind Map on Malaysian to improve students' acquisition and retention

of idioms and collocations

2) The Effect of Poly Category Mind Map on Malaysian male vs. female students' vocabulary

development and retention

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

229

3) Using Poly Category Mind Map for in developing (listening, speaking, writing and reading)

skills of English.

Implications

For three particular groups, the findings of the current study are significant. Firstly, the results

of this study may be conducive to Malaysian language learners, offering them some valuable

insights into possible alternative forms of learning vocabulary. Secondly, it would be necessary

for language teachers to gain a better understanding of the strategies of alternative vocabulary

teaching that can promote the long-term retention and development of lexical items in the learners

' minds. Also, the findings of this study may assist materials designers in presenting words through

a recommended technique that could promote vocabulary retention among learners.

About the authors

Thashwinny a/p Prabha is pursuing her Master in Education (TESL) at Universiti Kebangsaan

Malaysia. She obtained her degree in TESL from the Institut Pendidikan Guru Malaysia Kampus

Kota Bharu or IPGM Kampus KB

Azlina Abdul Aziz currently holds the post of Coordinator for Doctor of Education Ed.D in Higher

Education Programme at the Faculty of Education, Universiti Kebangsaan Malaysia. A post-

graduate of Columbia University, she is skilled at Teaching English as a Second Language (TESL)

and the teaching of Literature.

ORCID iD https://orcid.org/0000-0001-7907-3496

References

Abdul Aziz, A, & Yamat, H. (2016). The Use of Mind Mapping Technique in Increasing Students’

Vocabulary List. Journal of Education and Social Sciences, 4, 105-113.

Al Qahtani, M. (2015). The Importance of Vocabulary in Second Language Learning and

How to be Taught. International Journal of Teaching and Education, 3 (3), 21-34. doi:

10.20472/TE.2015.3.3.002.

Alharthi, T. (2014). Role of Vocabulary Learning Strategies in EFL Learners’ Word Attrition.

International Journal of English Language and Linguistics Research, 2(3), 13-28.

Asgari, A & Bin Mustapha, G (2010). The Type of Vocabulary Learning Strategies Use by ESL

Students in University Putra Malaysia. English Language Teaching, 4(2), 84-90. doi:

https://doi.org/10.5539/elt.v4n2p84.

Buran, A., & Filyukov, A. (2015). Mind Mapping Technique in Language Learning. Procedia -

Social and Behavioral Sciences, 206, 215–218. doi: 10.1016/j.sbspro.2015.10.010

Buzan, T., & Buzan, B. (1993). The Mind Map Book: How to Use Radiant Thinking to Maximise

Your Brain's Untapped Potential. New York: Plume.

Buzan, T. (2016). The Buzan Study Skills Handbook the Short Cut to Success in Your Studies.

BBC Life Style: London.

Cambridge University Press. (2008). Cambridge online dictionary, Cambridge Dictionary

online. Retrieved from the website temoa: Open Educational Resources (OER) Portal

at http://temoa.tec.mx/node/324

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

230

Creswell, J.W. & Plano Clark, V.L (2007). Designing and Conducting Mixed Method Research,

Thousand Oaks, CA: Sage.

Creswell, J.W. 2012. Education reached: Planning, Conducting and Evaluating Quantitative

Research, Massachusetts: Pearson.

Dóczi, B. (2011). Comparing The Vocabulary Learning Strategies Of High School And

University Students: A Pilot Study. Wopalp, 5, 138-158.

Folse, K. (2004). Vocabulary Myths. TESL-EJ, 8(4), 2. doi: 10.3998/mpub.23925

Goodnough, K. and Woods, R. (2002), Student and Teacher Perceptions of Mind Mapping: A

Middle School Case Study. Annual Meeting of American Educational Research

Association, New Orleans, pp. 2-18.

Hawrani, H. (2011). The Impact of Using the mind Map Strategy on The Ninth Grade Students

Achievement in Science and Their Attitudes Toward Science In the Governmental Schools

in Qalqilya. (Unpublished MA Thesis). An Najah National University, Nablus, Palestine.

Hubbard. R.S., & Power, B.M. (2003). The area of classroom inquiry: A handbook for teacher-

researchers. Portsmouth. NH: Heinemann.

Heidari, A. & Karimi, L,. (2015). The Effect of Min Mapping on Vocabulary Learning and

Retention. International Journal of Education Investigations, 2(12), 54-72.

Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and

the public sphere. In The Sage handbook of qualitative research, 3rd edition. SAGE

Publications Ltd.

Kementerian Pendidikan Malaysia. (2018). KSSR Bahasa Inggeris SK Tahun 3, Putrajaya:

Bahagian Pembanguanan Kurikulam Kementerian Pendidikan Malaysia.

Khoshsima, H., & Rezaeian Tiyar, F. (2014). The effect of summarising strategy on reading

comprehension of Iranian intermediate EFL learners. International Journal of Language

and Linguistics, 2(3), 134-139. doi: 10.11648/j.ijll.20140203.11

Kusuma, E. (2015). The Effect of Mind Mapping Techniques on the Vocabulary Mastery of

Second Grade Students of Elementary School. (Unpublished Master Thesis). Widy

Mandala Catholic University, Surabaya.

Maibodi, T. J., & Haji Ashraf. A. (2017). The Impact of Mind Mapping Strategy on Vocabulary

Use in the Writing of Iranian EFL Learners. The 2nd International Conference on New

Trends in English Language Teaching and Testing, Iran, pp. 1-19.

Li, M., Yang, K,. & Chen, H. (2010). Using Mind Maps as a Strategy for Vocabulary Acquisition

in Chinese Universities, 2010 International Conference on Computational Intelligence and

Software Engineering, Wuhan.

Misbah, N.H., Mohamad, M., Yunus, M.M., & Ya’Acob A. (2017). Identifying the Factors

Contributing to Students’ Difficulties in the English Language Learning. Creative

Education, 8(13), 1999-2008. doi:10.4236/ce.2007.813136.

Muhamad, M., & Kiely, R (2018). Understanding Teachers Pedagogical Knowledge in ESL

Vocabulary Teaching. Journal of Art and Humanities, 7(1), 36-47.

doi:10.18533/journal.v7i1.1328.

Nation, I. S. (2006). How Large A Vocabulary Is Needed For Reading And Listening. Canadian

Modern Language Review, 63(1), 59-82.

O’Mallley, J. M., & Chamot, A. U. (1990). Learning strategies in second language

acquisition. Cambridge: Cambridge University Press.

Arab World English Journal (AWEJ) Volume 11. Number 2June 2020

Effectiveness of Using Poly Category Mind Map Prabha & Abdul Aziz

Arab World English Journal

www.awej.org

ISSN: 2229-9327

231

Robert Ayin, V, I. & M. Shah, P. (2020), Strategies in Learning and Acquiring English

Vocabulary among Level 2 Pupils in Saeh, Subis Primary Schools, International Journal of

New Technology and Research (IJNTR), 6(3), 1-6.

Sahrawi. (2013). The Effectiveness of Mind Mapping for Teaching Vocabulary to the Eight

Grad Students of SMP Negeri 3 Sungai kakap in Academic Year 2012/2013. Jurnal

Pendidikan Bahasa, 2 (2), 263-247

Salkind, N. J. (ed.). (2010). Encyclopedia of research design.

http://dx.doi.org/10.4135/9781412961288.n331

Scheid, K. (1993). Helping students become strategic learners: Guidelines for teaching.

Cambridge, MA: Brookline Books.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.),

Vocabulary: Description, acquisition, and pedagogy. Cambridge: Cambridge

University Press.

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows.

Language Learning, 64(4), 913-951.

Thornbury, S. (2002). How to Teach Vocabulary. Edinburgh: Longman.

Velayutham, V. & Yunus, M, M. (2019), Mind Mapping as a Tool to Enhance English

Literature Comprehension, International Journal of Scientific & Engineering Research,

10(8), 28-41.

Wilkins, D. A. (1972). Linguistics in Language Teaching. Cambridge: MFT Press.

Yunus, M. M., & Chien, C. H. (2016). The Use of Mind Mapping Strategy in Malaysian

University English Test (MUET) Writing. Creative Education, 7(4), 619–626. doi:

10.4236/ce.2016.74064