The Effect of Using the Mind Mapping Technique on the Mastery of Grammar Among Tenth Graders In

Al Azhar University - Gaza

Deanery of Graduate Studies & Scientific Research

Faculty of Education

Department of Curriculum and Teaching Methods

The Effect of Using The Mind Mapping Technique on The Mastery of Grammar among Tenth Graders in

Gaza Governorates

Submitted By Aziz Harbi Elkahlout

Supervised By Prof. Dr. Hassan Abu Jarad

2013/2014

أَلَمْ تَزَ كَيْفَ ضَزَبَ اللَّهُ مَثَلًا كَلِمَتً طَيِّبَتً كَشَجَزَةٍ طَيِّبَتٍ أَصْلُهَا ثَابِتٌ

وَفَزْعُهَا فِي السَّمَاءِ}42{ تُؤْتِي أُكُلَهَا كُلَّ حِنيٍ بِإِذْنِ رَبِّهَا

وَيَضْزِبُ اللَّهُ الْأَمْثَالَ لِلنَّاسِ لَعَلَّهُمْ يَتَذَكَّزُونَ}42{

صدق اهلل العظيم

)سورة إبراهيم، اآلية: 42-42(

II Dedication

To the soul of my mother,

To my father for his love, endless support and encouragement,

To my teachers and guides,

To my dear wife for her extraordinary patience and understanding,

To my daughters and sons, who endured a lot to let me continue.

To my brothers, especially Safawt, for opening my eyes to higher education,

To my friends for motivating and encouraging me to attain my dream,

To the great martyrs and prisoners, the symbol of sacrifice,

To all those who believe in the importance of learning.

To all, I dedicate my research.

III Acknowledgement

All praise to Allah, the Lord of the worlds; and prayers and peace be upon prophet Mohammed, His servant and messenger. This thesis could not have been accomplished without the assistance, support, and encouragement of many people in my life. I would like to thank them for their support and guidance along the way.

I would like to express my deepest appreciation to my supervisor, Professor Dr. Hassan Abu Jarad, who patiently revised each chapter of this thesis and provided invaluable guidance and support throughout my writing process. I have been blessed to have such a brilliant supervisor to help me. Without his guidance and persistent help, this thesis would not have been possible. In addition, I would like to thank my examiners' committee members, which kindly accepted to discuss my thesis Dr Mohamed Atea and Dr Basel Skaik, who are remarkable figures in the educational field. Of course, I would not forget Dr. Imad Elkahlout, who helped me in doing the statistical analysis. I am grateful for the several discussions we had over my data analysis. My appreciation is extended to the referee committee, which helped me in modifying the instruments of my study.

IV Content Table Subject Page No.

- Result of Judgment on Thesis V

- Dedication V

- Acknowledgement V - Contents List V - Index List V

- Appendices List V

- Abstract in English V - Chapter 1 : Background of The Study V - Introduction 2 - Research Problem 5 - Research Questions 5 - Research Hypotheses 5 - Significance of the Study 6 - The Objectives of the Study 6 - Definition of Terms 7 - Research Design 7 - Research Procedures 7 - Study Instruments 8 - Limitations of the Study 8 - Chapter 2 : Theoretical Framework 9 - Mind Mapping 10 - Characteristics of Mind Mapping 11 - Advantages of Using Mind Mapping: 14 - Steps of Mapping 16 - Comparison between Concept and Mind Mapping 19

V Subject Page No. - Student Centered Method 23 - The Role of the Teacher in Student- Centered Method 24 - Language & Grammar 26 - Grammar in English For Palestine 10th Grade 27 - Mind Mapping and Grammar 27 - Chapter 3 : Previous Studies 30 - Studies Related to Grammar 31 - Studies Related to Mind Mapping Technique 41 - General Commentary on the Previous Studies 48 - Chapter 4 : Research Design And Methodology 50 - Introduction 51 - Research Design 51 - The Population of the Study 51 - Sample of the Study 51 - Pilot Study 52 - The Variables of the Study 52 - Instrumentation 52 - The Aim of the Grammar Achievement 53 - The Sources of Designing the Grammar Cognitive Achievement 53 Test - Description of Grammar Cognitive Achievement Test 54 -The Cognitive Domain Of The Objects 56 -The Definitions Of Bloom's Taxonomy Levels 56 - Validity of The Test (Internal consistency validity) 58 - Reliability of the Test 60 - Teacher's Guide 63 - Distribution of the Time over Grammar Lessons 67

VI Subject Page No. - The Validity of the Teacher's Guide 67 - The Implementation of the Lesson Plan 67 - Teacher Self Reflection 68 - Statistical Analysis 68 - Chapter 5 : Results 70 - The First Hypothesis Answer 71 - The Second Hypothesis Answer 72 - The Third Hypothesis Answer 73 - Discussion 75 - Recommendations 78 - References 80 - Appendices 89

VII List Table

Table Page Subject No. No. 1 The Distribution of the Sample. 52 2 Sub-Scales and Items of the Test. 53 3 Correlation Coefficient of the Items With Its Subscales. 59 Correlation Coefficient between Every Sub-Scale with 4 60 Total Score of The Test. T-Test Differences Between the Experimental And The 5 62 Control Groups in The Age. T-Test in Differences Between the Experimental and the 6 62 Control Groups in the Achievement of English Language. T-Test Differences between the Experimental and the 7 Control Groups in The General Achievement. T-Test Differences between the Experimental and the 8 63 Control Groups in the Pretest of Mastery of Grammar. 9 Distributing sessions on lessons. 67 T-Test Differences between the Experimental and the 10 71 Control Groups in the Post-Test of Mastery of Grammar. T-Test Result of Differences between the Pre and Post- 11 72 Test of the Experimental Group. 12 Equation of "Effect Size". 73 Eta Square Values to Investigate the Effect Size of the 13 74 Mind Mapping Technique on Mastery of Grammar. Black Equation to Investigate the Effect of Mind Mapping 14 75 Technique on Mastery of Grammar.

VIII List of Appendix

Appendix Page Subject No. No. 1 Content Analysis Tables. 89 2 Grammar Test for the Tenth Grade. 95 3 Teacher's Guide and Lesson Plan. 100 4 Permission and Testimony. 129 5 Teacher Self-Reflection Checklist. 130 6 Referee Committee. 131 Some Pictures Showing a Side of Application in Hamad 7 132 Bin Khaliefa (B) Secondary School.

IX Abstract

This study aimed to investigate the effect of using the Mind Mapping technique on the mastery of grammar among tenth graders in Gaza governorates. To achieve this aim, the researcher adopted the quasi experimental approach. The sample of the study consisted of (67) male students from Hamad Bin Khaliefa (B) Secondary School North-Gaza governorate. The study subjects were divided into two equivalent groups: a control group, (34) students, and an experimental one, (33) students. The mind mapping technique was used in teaching the experimental group, while the traditional method was used with the control one in the second term of the school year of (2012-2013).

The researcher designed and validated a thirty-item achievement test, which was introduced as a pretest to check groups' equivalence. Besides, it was used as a post test to measure any possible differences between the two groups.

The collected data were analyzed and treated statistically through the use of SPSS. The findings indicated that there were statistically significant differences between both groups, in favor of the experimental one, which was due to the mind mapping technique.

Furthermore, implementing the effect size equation, the study revealed that mind mapping had a large effect size in favor of the experimental group. In the light of study findings, the study recommended the necessity of using Mind Mapping Technique in teaching the grammar of English language to improve outcomes of grammar teaching. Also, the researcher suggested that further research should be conducted to investigate the effects of mind mapping on different English language skills, and other school subjects as well.

Chapter 1

Background of the Study

1 Chapter 1 Background of the Study

Introduction: Language plays an important role in our life. We use it to communicate with each other; therefore, we can solve a lot of problems by using language. Krauss and Chiu, (2001, P: 2) explain that Language pervades social life, and it is the principal vehicle for the transmission of cultural knowledge, and the primary means by which we gain access to the contents of others' minds. The need of learning English language increased; conversely, the history of teaching and learning foreign languages often appears to have been a history of disappointment, (Kara, 1992, p.9-21). Grammar, one of the most controversial issues in language learning and teaching, is an essential component of linguistic competence and the tool by which the correctness of sentence structure is measured.

Ouhalla (1994, P: 4) states that "Knowledge of rules can be characterized in terms of notion grammar. So we can say that "Chris knows the grammar of the language to mean that Chris knows the rules of the English language." Grammar can help learners to learn a language more quickly and more efficiently." It is important to think of grammar as something that can help any learner to master the target language. When learners understand the grammar (or system) of a language, learners can understand many things without having to ask a teacher or look in a book. So learners should perceive grammar as something good and positive that they can use to find their way in language learning. It is like a signpost or a map which leads to the right road. (http://www.englishclub.com/grammar/grammar-what.htm)

Since grammar is one aspect of the language, and since language lies in the left part of the brain as many studies show, the left hemisphere is "dominant" for language, with the right hemisphere playing only a minor role. (http://en.wikipedia.org/wiki/Human_brain). Since the left side of the brain (hemisphere) of the brain is concerned with language and words acquisition and the right hemisphere is concerned with spatial cognition general picture , imagination , colors and diminutions and mind mapping is a matter of offering an overview of topic; it's complex information through the use of colors , images, words, dimensions, numbers, sequence logic and analysis. So mind mapping utilizes both of the brain hemispheres to create a full detailed image of the topic which achieves comprehension. To illustrate, the mind stores information in a form of a central cell that is branched into sub-branches. Both the central and the sub- branches create the full effective image, when brain images of information is translated into visual images that can bee seen on papers, all the components of an idea or concept of that idea is represented in brain cell from starting with the central idea and branching it in the sub ideas. This process facilitates creating relation among ideas; in turn comprehension is achieved and the retaining of the information is easier. It is worth noting that the visual mind map consists of pictures as a symbol of ideas. "In most humans, the left side of the brain deals with language; words, logic, numbers, succession, planning, analysis and tables. While the left side of the brain is engaged in these activities, the right side is in the 'alpha wave' or resting state. The right side of brain deals with rhythm, spatial cognition, Gestalt )general picture), imagination, daydreams, colors and dimensions" (Buzan, 2004, p: 25).

3 Mind mapping can significantly improve students' note-taking ability and allow them to easily and quickly review pertinent information at a later date. The process can be as simple or as complex as students want to make it, and students can get started with nothing more than a pen and a sheet of paper or students can use one of the free or commercially produced mind-mapping software programs. Once students master mind mapping, this skill can be an important addition to their practice tool kit. (https://www.americanbar.org/newsletter/publications)

The researcher has suggested the Mind Mapping as one effective technique to enhance the correct use of grammar rule among the target students because of the importance of grammar in improving linguistic competence and the level of communication on one hand, and because most of the related researcher conducted in Palestine refer to the Palestinian students weakness in English grammar on the other hand. For instance, Abu Nada (2008) confirmed the Palestinian students' weakness in English language. He pointed to the teaching strategies as one of the causes of the problem. From another perspective, Hamad (2011) highlighted the importance of grammar as an essential source for students to make sense for language and to produce more accurate sentences free from errors. Likewise many researches describe grammar as the most important to produce meaningful, accurate sentences such as Sharaf (2013), Abu Shagga (2012), Ishtawi (2011), El Tanani (2011), Obaid (2010), Abu Nada (2008).

4 Research problem: The problem is that students in Gaza suffer from sever weakness in English grammar as they produce broken incomplete sentences. They can't use the tenses functionally, nor are they familiar with forms or functions of adjectives, in addition to other weaknesses in other areas of grammar. The problem can be stated in the following main question: What is the effect of using the Mind Mapping Technique on the mastery of grammar among tenth graders in Gaza governorates?

To achieve the purpose of the study, the following questions and hypotheses should be answered and investigated: 1. Are there any statistically significant differences between the mean scores of the experimental group in the post-test of English grammar mastery and those of the control group? 2. Are there any statistically significant differences between the mean scores of the experimental group in the pre English grammar mastery test and those of the post? 3. Does mind mapping technique have an effect on the experimental group's performance in English grammar?

Research Hypotheses: 1. There are no statistically significant differences at (α ≥0.05) between the mean scores of the experimental group in the post-test of English grammar mastery and those of the control group. 2. There are no statistically significant differences at (α≥ 0.05) between the mean scores of the experimental group in the pre English grammar mastery test and those of the post.

5 3. There are no effect of the Mind Mapping technique on English grammar master among 10th graders as represented in the study sample.

Significance of the Study: This study beneficial as it may: 1. Help students to solve problems occur from interference between Arabic and English grammar by converting the written language of English grammar to briefed visual language using Mind Mapping Technique that motivates the two sides of the brain. 2. Help students recall, understand, apply and synthesize various aspects of grammar. 3. Help students think logically while learning grammar. 4. Help students arrange the huge amount of information they experience in learning English and other materials. 5. Help teachers overcome problems arising while teaching grammar, especially adjectives, if condition zero, one and two, and passive voice. 6. I may be significant to supervisor to train teachers at Mind Mapping as a teaching technique.

The Objectives of the Study: This study aims to: 1. teach English grammar by using the Mind Mapping technique, 2. encourage students to use Mind Mapping as a thinking strategy in learning English grammar, and 3. encourage teachers to train student on using Mind Mapping in learning.

6 Operational Definition of Terms: Effect: The operational definition of the "Effect" is the degree that the mind mapping technique affects students’ achievement in grammar as measured by effect size & Eta squire, T test Black equation. Mind Mapping Technique: Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections. Through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics in their mastery of grammar. http://www.inspiration.com/visual-learning/mind-mapping Mastery: refers to the degree of dominating grammar rules achieved by students after practicing Mind Mapping Technique in grammar learning. Grammar of English: The structure that students use when expressing (Adjectives, conditional If zero, 1, 2 and passive simple tenses) correctly and meaningfully. Research Design: The researcher will follow the quasi experimental design. Research Procedures: The procedures will be as follows:  reviewing of the related literature,  choosing the units to be taught from the text book (tenth grade unit 6, 7 and 8)  deciding the aspects that researcher will teach: adjectives, If conditions zero, one and two, and passive from (unit 6,7 and 8 of students book 10th grade),  preparing a pre- post test,

7  applying a pretest on a pilot study to ensure the validity and reliability of the test,  conducting a pilot study of the test to check its reliability.  consulting specialists to check for validity of the instrument,  choosing the sample of the study that includes the experimental group and the control one,  teaching the experimental group using the mind mapping technique,  analyzing the results of the pre-post test using a the statistical package SPSS, and  interpreting the results,  giving recommendations

Study Instruments: 1. Pre and post test, Limitations of the Study: There are three limitations of the study: 1. the study will deal with only male students in north Gaza, 2. the researcher will adopt a quasi-experimental method, and; 3. the research covers only three units of student's book 10th grade (six, seven and eight).

Summary: Chapter one defined the problem of the study with a special focus on its objectives and significance. In addition, it defined the study terms and referred to the study tools and the procedure to be followed.

Chapter 2 Theoretical Framework

9 Chapter 2 Theoretical Framework

This chapter will discuss the following items: Mind mapping, advantages of mind mapping, steps of mind mapping, comparison between mind mapping and concept mapping, student centered method, the role of the teacher, language and grammar, grammar in English for Palestine tenth grade, and mind mapping and grammar. Mind Mapping Buzan, (2005, P: 69-70) asserts that mind mapping is an extremely powerful thinking tool which reflects extremely what goes on inside students' heads. It helps students to remember thousands of words and phrases far faster than traditional methods. This quality of Mind Mapping is ascribed to two main reasons: 1. First, Mind Mapping provides structure to learn by grouping related concepts together and organizing them in such a way that allows students to put what's going in their heads on a sheet of paper which facilitates recalling and learning. The researcher thinks that Mind Mapping facilitates learning and recalling because it is student-made, nothing prompted. The student himself recalls, understands, analyzes, and synthesizes the idea, finds the relations between its components and draws them on a sheet of paper in a form of an illustrated built map. 2. Second, Mind Maps contain picture and colored lines which act as representatives of the components of the target idea.

10  Characteristics of Mind Mapping There are four main characteristics that distinguish a mind map: a. The central image which attracts attention. b. The branches sprout from the central image and carry essential subjects which are related to the main idea. c. The branches make sprout-building which link together to explain the central idea. d. The branches make sprouts building link together. In addition, it is good for this research to indicate how the brain works and what it consists of naturally, because it helps the readers to know the relation between mind mapping and human brain. Restak (2004) states that the human brain contains about one hundred billion neurons and about five to ten times more glia cells. Neurons are nerve cells which are very important parts of our the nerve system. They process information and are able to receive and pass on signals. Glia cells are brain cells that take care of neurons. Scientists officially state that these cells just support the neurons, but over the last six years more evidence has come up to prove that these glia cells play a crucial part in the cognitive processes. Mind mapping is a creative technique. With mind maps, it is easy to remember much information (De Porter, Readon and Nourie, 1999, P: 175). This technique was introduced in the late 1960s by Tony Buzan as a way to help students note down lectures. It was described to use only key words and pictures to make the ability of remembering and the revision of knowledge much better. Tony Buzan, (1993, P: 1) states that mind mapping is a powerful graphic technique, which provides a universal key to unlock the potential of brain. Mind mapping focuses mainly on the natural duties of the brain, which appear after the human begin to distinguish things in his/her childhood. The brain records and classifies things according to its natural duties. The brain of

11 the human consists of two sides; the right which deals with rhythm, spatial cognition , Gestalt )general picture), imagination, daydreams, colors and dimensions; and the left side, which deals with words, logic, numbers, succession, planning, analysis and tables as in Figure 1:

Figure 1: (Buzan, 1984, use your head, P: 14). Buzan (1993, P: 9) summarizes the laws of mind mapping, including using emphasis, using association, being clear and developing a personal style, which enable the student emphasis on the material he study and associated the ideas that related to each other to produce a clear and developed subjects on one mind map. Mind Mapping requires paper, words, images, structures, colors and lines as synthesized in Figure 2:

Figure 2: Requirements of Mind mapping (Buzan, 1993)

It is clear from figure 2 that drawing a mind map needs some requirements to draw it without any difficulties. These requirements need to be experienced by students in classroom. Therefore, students need the following requirements to achieve a mind map: 1. A sheet of white paper without lines, because it help the student to store information in long term memory. 2. Colors: each branch has its own color; the color itself makes a code in mind for the subject that is written at the colored branch. 3. Lines: main thick lines emerge from the main central image (see fig.2). Some thinner lines branch from the main branch where each introduces a sub relation or idea. 4. Pictures: pictures drawn in the mind map play the role of codes and symbols of the abstract ideas available in students' minds. 5. The whole structure or map drawn on paper reflects the abstract image available in students' heads and how information is organized and stored in head. ( Buzan, mind map,P:268.2004)

13 6. Words are important components of the drawn mind map. They are used as key for ideas. They are written in the map in different sizes; more important words are written in bigger size than the less important ones. In conclusion lines, colors, words and pictures are the components of the concerted map drawn on a sheet of white paper which acts as small symbols that refer to a part of a holistic idea.

Advantages of Using Mind Mapping: What makes mind mapping an effective means of thinking and learning is that it incites the use of both hemispheres of the brain; the left side which is responsible for language learning and acquisition, and the right hemisphere which is responsible for colors, pictures, rhymes, and imagination. Both work together to help achieving faster and deeper comprehension and easier recalling and reflection. (Buzan,use your head,p:47.2003)

Điềm , (2011, p: 20) states that information is often recorded with letters, lines, and numbers, which means that only a half of human brain, the left brain is used, so the right brain can help a lot when a human processes information with picture, rhythm, color, space, and imagination. This is activated by Mind Mapping as it incites both sides of brain to work when using the duties of both hemispheres of human brain. Banich's study supports Điềm's study and confirms that the left side of the brain shoulders responsibility of language both the mother tongue and the second language. (Banich ,1997,P:60). According to Windura (2008), each feature of mind mapping has its own benefits to the learners. This means that each feature of mind mapping drawn by student refers to specific information understood and drawn in his own imagination.

14 Buzan (1984, PP: 91-92) describes the importance of mind mapping and how students can draw and benefit from it. Buzan adds that the centre or main idea in mind mapping is more clearly defined. The relative importance of each sub idea is clearly indicated. More important ideas will be nearer to the centre and less important ones will be nearer to the edge. The links between the key concepts will be immediately recognizable because of their proximity and connection. As a result, recalling and reviewing will be more effective and more rapid. This will aid recalling in the more creative areas of note making such as easy preparations, and the open-ended nature of the map will enable the brain to make new connections far more readily. De Porter and Hernacki (2008:172) states that there are some advantages of using mind mapping technique. They are as follows:

1- Flexibility of Use: Utilizing Mind Mapping in explaining teaching material is easy and not confusing as it is based on personal opinions; how to label or categorize the components of a map

2 -Concentration on the Topic: It helps focusing on the central idea or key word while the sub-idea revolve around them without distraction

3 - Increase of Comprehension: Using mind mapping can make understanding of the material easy. Mind mapping is a simple think pattern, so it doesn't confuse us to understand what we have learned and it facilitates remembering the material.

15 4 – Enjoying of Drawing: Mind Mapping has an affective aspect that it incites imagination and creativity. To explain, a thinker may draw a picture that he considers a symbol of the main idea or sub-ideas. These pictures are his own imagination made using different colors not only a matter of pointing out sub-ideas, but also a matter of fun and enjoyment as colors generate beautiful shapes. In addition to the fact that colors in a map are fun, creative and enjoyable, which at last achieve the ultimate purpose of mapping.

Steps of Mind Mapping: Buzan (2004, p: 45) proposes six steps of drawing a mind map to identify it more efficiently and effectively:

1- Central Image: A central image describes the main idea of a mind map and puts it on the center of the paper. It is for activating the students’ right brain and strengthening the students’ memory.

Figure (3) 2- Key Word: Buzan explains (2004, p: 70) that key word is a word that can lead a sentence or event. It is an urge to remember lots of words for students as they are only allowed to use one key word per line.

Figure (4)

16 3- Basic Ordering Ideas: Basic ordering ideas are the branches that collect information and they are all connected to the central topic. Making basic ordering ideas can direct students' mind, encourage creativity, and help students understand the material fully.

Figure (5) 4- Branches: The branches should be curvy to encourage the activation of the right side of our brains. In drawing a mind map student need to draw curvy line because the branches in the brain cell are curvy and that makes it easier to deal with the lines.

Figure (6) http://kaheel7.com/eng/index.php/picture-a-verse/167-the-miracle-of-the-nerve-cell 5- Colors: Buzan (2004) confirms that color is a very good memory sign, and it involves the right side of the brain as well. Colors encourage creativity and help students to store information in the long term memory. Colors bring life into the mind map, which makes it easier to comprehend and remember things presented on it.

Figure (7)

17 6- Pictures: Buzan (2010,P:88) clarifies that pictures incite learners' memory to store information and recall it faster than using words, as pictures employ lots of brain duties such as colors, shapes, lines, dimensions and imagination. Pictures attract learners and help them remember things easily and vividly.

Figure (8) Buzan (2010) confirms that a student needs to express himself by drawing his notes using his ideas and imagination far from the method that the teacher chose for him. This ordinary method depends on sending information from the teacher to the student, and at the end of the leasson the teacher measures the amount of information the student keeps in his mind. By this traditional way, only one half of the brain is used especially if we are talking about language because language lies in the left side of the brain as the above studies said. As a result of that, students need to generate the ideas, thought, color, and image by some interesting and enjoyable ways that help them use the right side of the brain. After that the student could use his entire mind and distribute heavy information between both sides of his brain.

Concept mapping is often confused with mind mapping (Ahlberg 1993, 2004; Slotte and Lonka1999). Mind mapping is a visual technique that employs both sides of the brain, and it is derived from constructivism theory, thus creating some confusion with concept mapping. Therefore, the researcher needs to explain the similarities and differences between mind and concept mapping.

Comparison between a Concept and a Mind Mapping Concept Mapping: Concept maps were first suggested by Joseph Novak (1972), who had studied the field as an aid for learners to increase understanding (Richardson et al., 2005).

Concept map emerged from the educational constructivist theory of learning, which adopts that the learner constructs or builds his own knowledge as opposed to the traditional methods. So both concept and Mind mapping emerged from the same school. (Basso and Margarita, 2004). Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts are indicated by a connecting line linking two concepts. Words on the line are referred to as linking words or linking phrases, specifying the relationship between the two concepts. Propositions are statements about some objects or events in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected by linking words or phrases to form a meaningful statement. Juall and Moyet (2005, p. 7) clarify that a concept map is an educational technique that uses diagrams to demonstrate the relation of one concept or a situation by linking a central concept to another one to help the learners to understand the central concept better. Concept maps are presented in figure (4) below, they are arranged hierarchically with the super ordinate concepts (the concept which emerged from the main concept and comes from high to down at the top of the map and subordinate at the bottom which are less inclusive than the higher ones. (Ahlberg and Vukko 2004, p.25)

19 Figure 4 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics. In the Figure, "Concept Maps", "Organized Knowledge", and "Focus Question(s)" are concepts, "represent", "needed to answer" are linking words, and together they form the two propositions: "Concept Maps represent Organized Knowledge", and "Organized Knowledge needed to answer Focus Question(s)". Figure (9) An example of a concept map that describes the construction of concept Maps.

Figure (9) http://cmap.ihmc.us/docs/conceptmap.html

The researcher used this comparison between Mind Mapping and concept mapping to get rid of the confusion that may face both learners and teachers in using anyone of them. Eppler, (2006) clarifies the superiority of mind mapping technique on concept mapping in the following comparison table :

Comparison between mind and concept map and concept mind between Comparison

table (1) table

Figure (10) The researcher draws figure (5) to illustrate mind mapping in the comparison above.

The Mind Mapping Technique is based on the ability of student to produce what goes on in his mind on a paper. So it is important in education to put a frame of Mind Mapping Technique in order to enable the readers of this research to know where Mind Mapping located in education and pedagogical theories is. Therefore, it is important to clarify the student centered method that comes within the constructivism theory and says that the student is the cornerstone of the teaching process. (Westwood, 2008)

Student Centered Method: Westwood, (2008, PP: 26-27) mentions that student-centered methods are based on constructivist views of learning. In some areas of the curriculum these approaches are highly appropriate, particularly for involving students more actively in acquiring knowledge, skills and strategies. Westwood adds that student-centered approaches have been given specific titles by their creators (e.g., activity-based learning, guided discovery; inquiry approach; problem-based learning; project-based learning; situated learning), but the

23 principles and practices associated with the methods are very similar. The subtle differences among the methods are usually associated with the amount of guidance and structure provided by the teacher during the learning process, and with the degree of autonomy demanded of the learners. The underlying principles for most of the methods are that: students should be actively involved and motivated in the learning process; therefore, issues or subjects should be attractive, relevant and essentially motivating whenever possible. Learning experiences should take place in real-life situations where the related comprehension and skills will really be needed and used.

As the Mind Mapping comes within student centered method in constructivism theory, the role of the teachers come different, where teachers are not sending information for their students but there are a new duties and roles for teachers in Mind Mapping Technique as follows:

The Role of the Teacher in Student- Centered Method: In the first half of the twentieth century, the dominant form of pedagogy was almost entirely teacher-directed instruction together with heavy use of textbooks, drill and practice. The focus was clear on the mastery of subjects and little thought was given to how best to facilitate such learning to the students. In every lesson, teachers tended to lecture and express first, and then set their students to do the same. The same approach was used to teach almost all subjects in the curriculum. (Westwood, 2008, p:v)

Nowadays, the teaching and learning process becomes student- centered. Despite that, the teacher still plays a great role in the process of interaction, either between the teacher and the students or between students- students or the students and the classroom environment. Hardy, et al. (2006) argue that students will often have misconceptions (wrong previous concepts

24 students have about something) and do not know they have them. It becomes the teacher's job to draw these out and make them visible to the students. Without guidance, students will be unable to relate their discovery activity to their misconception, and thus give up. An effective teaching method is characterized by a set of principles, procedures or strategies to be implemented by teachers to achieve the desired learning in students, (Liu & Shi, 2007). These principles and procedures are determined on one hand by the nature of the subject matter to be taught, and on the other hand by our beliefs and theories about how students learn.

Effective teachers demonstrate effective learning strategies for students to use. Teachers can help students become more efficient. Teacher effectiveness is not concerned with any particular teaching method (Westwood, 2008, p: 63).

Up till now, there have been lots of methods utilized in teaching English. Teaching methods are very important for the teacher; because methods of teaching are very important for the teacher in classroom to make teaching-learning process more active than that of the traditional one. The methods are considered the pillars for the teacher in the teaching - learning process. This study focuses on mind mapping technique in which the role of the teacher is that of a facilitator and a director of the learning process. The mind mapping technique is considered one of student centered methods techniques because it concentrates on the students' abilities to draw their own understanding, to recall, to apply and to synthesize information they have studied. According to Thornbury (1999.P:55), students learn best when they are wholly engaged (physically and mentally) in the language learning process.

25 Using physical materials can be advantageous in teaching grammatical structures and that appears obviously in Mind Mapping Technique. See figure (8) Language & Grammar: Language is one of the main features that a human being is characterized with, so it is a social as well as an individual phenomenon that enables man to express his feelings, thoughts and culture. In the age of globalization where the world has become a small village, people tend to learn each others′ languages because the demand for learning English language increased.

Hamad (2011, P: 24-25) says if we ask English language teachers in the secondary stage whether it is essential to teach grammar, most of them will reply in the affirmative. This is grounded through Hamad's experience as an English language teacher for the secondary stage, and through numerous discussions with colleagues. Hamad adds if teachers do not teach grammar, it will be hard for students to know what is right and what is wrong. Grammar teaching is necessary if we want students to write accurately and clearly. In addition to this Obid's study (2010) confirmed the student weakness of English language learning, and also confirmed the importance of using new teaching methods to teach English grammar. According to Obid's study, the traditional method was the cause of weakness at students' level in learning English grammar, and that appeared clearly in pre-post test that was conducted on the control group of tenth grade that had been taught by the traditional method.

26 Grammar in English for Palestine 10th Grade: Palestinian English curriculum is prepared by a national team, following the plan that was drawn by the Ministry of Education in cooperation with Macmillan the international English company, which prepared English curricula for native and foreign countries. Grammar is considered a sub- skill in the Palestinian curriculum, but it is involved and inserted in the main four skills reading, writing, listening, and speaking. (José López Rama& Gloria Luque Agulló, volume 7 año.2012) Grammar in the Palestinian curriculum for 10th grade is located in the fourth and seventh lessons in every unit. In this research, the researcher chooses the grammar in the fourth lesson of units 6, 7 and 8. These grammar elements are: adjectives, if conditions (0, 1 and 2), and passive voice in simple tenses which are selected in order to demonstrate how to teach grammar by using mind mapping technique. This will be explained in the teacher's guide and lesson plans (appendix 3). The grammar in tenth grade are taught by the ordinary method which depends on teacher, who explains grammars for his students by presenting information using his voice and then writing examples on the blackboard using chalk. After that the teacher asks to write the examples and then asks if the lesson is understood or not. If not, he will give additional examples using the same way. Thus, the role of students in the traditional method is to receive information which treat their brains as tanks. Mind Mapping and Grammar: Mind mapping is a technique that helps a student to use all his/her mind’s abilities in order to link both sides of the brain through learning. Despite that fact that grammar lies in the left side of the brain, the researcher will produce the lessons of grammar in a new version that moves the grammar from one side of the brain to be used in the two sides by using all brain duties such as color, image dimensions and imagination in the right side of the brain.

27 In addition to using language, logic, sequence and analysis in the left side of the brain, this makes a unity between both sides of the brain, which enables the student to recall, understand, apply, and synthesize correctly and fast. Thus, the researcher will use the mind mapping technique to teach grammar to 10th grade in the targeted units 6-7 and 8. The information included in the units will be distributed into lessons by preparing a teacher's guide and a lesson plan for each session of grammar subjects (appendix 3). In this research, the researcher will explain the use of the mind mapping technique in two sessions by giving students examples of the MM and how the brain of the human works in this situation. In addition, the researcher will show the student a video of other students using MM in the classroom. After that, the researcher will share the students in making a simple mind map for students’ activities during the week. Moreover, the researcher will show the students how to make the MM for grammar lessons and how to symbolize the information by their own thoughts and pictures. This is important to do because when the students use mind mapping for the first time, they need guidance and facilitation from teachers to motivate them to master making mind maps in grammar. http://blog.iqmatrix.com/how-to-mind-map (See appendix 3) For example teaching lesson (3) if conditional type 1 (P:112), the researcher with his students has identified the Sun as a central image that reflects the name of the main idea or the subject of the lesson and has used the central image to activate the right side of students' brain in order to store the subject in their long term memory. The students have then emerged the main branches from the central image which is related to the main idea and this gives them more information about the subject. Thus, in this example the main branches are the cases of "if conditional type one" is identified, all the elements of the "If conditional type one" are easily identified and made explicit to the students as in the drawing below.

Figure (11) In this way the student can recall "if conditional type one" and classify it far a way from other information that may mix with it and cause confusion for student's understanding. Via the previous mind mapping the student follows the steps of form branch in order to give the example after step (7). 1-if 2-subject 3-verb 4-complementary 5-subject 6-will 7-verb example: if you study hard, you will succeed. Summary: In this chapter, the researcher has discussed and explained the advantages of mind mapping, the steps of mind mapping which will be easy for the students to use due to the tools of such an approach (colors, branches, figures, etc). The researcher has also presented a comparison between mind mapping and concept mapping, the role of the teacher and the place of grammar in language teaching with a particular focus on grammar in English for Palestine, and ended up with an example of a mind map.

Chapter 3 Previous Studies

30 Chapter 3 Previous Studies

This chapter includes two domains of previous studies. The first one deals with the studies related to approaches or strategies of grammar teaching. The second domain presents studies related to teaching grammar by mind mapping technique.

Studies Related To Grammar: A lot of studies have been conducted to investigate the efficacy of some approaches or strategies of grammar teaching.

Sharaf (2013) investigated the effect of a computer- based program on developing ninth graders' achievement of English grammar at UNRWA schools in Gaza. The targeted grammar lessons were those extracted from units (13, 14, 15, 16) in English for Palestine 9. To achieve the aim of the study, the researcher adopted the experimental approach. The sample of the study consisted of (132) pupils who were randomly selected from Beit Lahia Prep Girls School and Jabalia Prep Boys School in northern Gaza. The computerized program was used in teaching the experimental group, while the ordinary method was used with the control group in the second term of the school year (2011-2012). An achievement test of language skills with (52) items was designed and validated to be used as a pre test and post test. The data of the study was statistically analyzed, using (T–test) and Mann Whitney. Effect Size technique was used to measure the effect size of the computerized program on the experimental group in each item of the test. The study indicated that there were statistically significant differences in the ninth graders’ achievement of English grammar due to the method in favor of the

31 computer-based program. The study revealed that there were statistically significant differences at (α ≤ 0.05) in mean score between the experimental group and the control one favoring the experimental group attributed to the learning strategy through computers. In addition, the study showed that there were not statistically significant differences at (α ≤ 0.05) in the mean scores of the experimental group due to gender. Based on those findings, the study recommended the necessity of implementing the computerized program in teaching English to bring about better outcomes in students achievement of English. The researcher suggested that further research should be conducted on the effect of computer-based learning on different aspects of learning English language and other school subjects.

Abu Shagga (2012) investigated the effectiveness of using computerized educational games on developing aspects of English grammar for deaf ninth graders' in Gaza governorates. To achieve this aim, the researcher adopted the quasi experimental approach. The sample of the study consisted of (16) deaf students; (4) males and (12) females from Atfaluna Society for Deaf Children in Gaza governorate. The computerized educational games were used in teaching aspects of English grammar for the experimental group in the first term of the school year (2011-2012). A grammar test of six questions with (30) items was designed and validated to be used as a pre and post test to measure any possible differences between the mean scores of the students in the pre and the post test. The collected data were analyzed and treated statistically using t- test and the Modified Gain Ratio equation was used to measure the effectiveness of using computerized games on developing aspects of grammar for the deaf students. The study results indicated that there were statistically significant differences at (α ≤ 0.05) between the deaf ninth graders mean scores on the per test and the post test due to the use of the computerized educational games. Also, there

32 were no statistically significant differences at (α ≤ 0.05) between the deaf students of the experimental group in the mean scores in the pre test and post test due to gender. In the light of those results, the study recommended the necessity of implementing computerized games in teaching English grammar to make better outcomes in deaf students' achievement of English language. Also, the researcher suggested that further studies should be conducted on the effectiveness of computerized games on other grammatical lessons and other school subjects as well.

Ishtawi (2011) investigated the effects of game strategy on the learning of English grammar for the twelfth grade students in Gaza governmental schools. To achieve this aim, the researcher adopted the experimental approach. The sample of the study consisted of (80) male students from Palestine secondary school west of Gaza. The participants were divided into two equivalent groups: a control group, and an experimental one. The researcher used an achievement test to measure the level of students' achievement. The collected data were analyzed and treated statistically through the use of t-test to present the final results of the collected data, and the effect size to measure and obtain the effect which the independent variable, game strategy had on the dependent variable - the experimental group's achievement. The results indicated that there were statistically significant differences at (α = 0.01) between the experimental group and the control one in relation to the total post test marks favoring the experimental group. In addition to the above mentioned, the researcher found that the effect size of the game strategy was large. Furthermore, the researcher (also the teacher) found that games increased students' motivation to learn grammar. In the light of those findings, the study recommended the necessity of implementing the educational game strategy in teaching English language to make better outcomes in students' achievement of English language. Also, the

33 researcher suggested that further researches should be conducted on the effects of games on different English skills, and other school subjects as well. The researcher has benefited from Sharaf (2013) , Abu Shagga (2012) and Ishtawi (2011) studies in learning how to utilize the statistical data analysis tools properly. The researcher has also gained more assurance from these studies that teachers should benefit from new teaching methods by activating the role of the student as a cornerstone of pedagogical process.

Çakır (2011) exposed problems in teaching tenses to Turkish learners, and focused on the problems in teaching tenses to Turkish students at Turkish state university, Kırıkkale University, Turkey. The method used in this study is qualitative research based on document scanning which aims to figure out the commonly recurring errors in foreign language learners’ written exams. The participants of this study are the first-year students at various faculties: Faculty of Education, Faculty of Art and Literature and Faculty of Engineering. As it is a compulsory course for them to succeed in a year of 60- hour-course program devoted, they feel obliged to follow the course. The written exams administered to the participants selected from the first year students consisted of the questions requiring the grammatical knowledge of the learners. The exams of approximately 330 students (110 for each year) were scanned for three years in terms of the grammatical problems. The errors which occurred while teaching tenses were: a. Problems in teaching present continuous and simple present tense b. Problems in teaching present perfect and simple past tense. c. Problems in teaching past continuous and simple past tense The findings revealed that the reasons for these errors were mostly derived from mother tongue interference and lack of adequate linguistic background. The other component of this study was to offer remedial teaching activities for foreign language learners to compensate for the

34 shortcomings. This study recommended to expose EFL students to a larger range of structure types in the first few weeks of an EFL course.

The researcher has recognized through Çakır's study the weakness of foreigner students in acquiring English language grammar.

The current study differs from Çakır's study in that the latter has been conducted on university students whereas the current study has conducted on the tenth grade. And that Çakır uses qualitative research whereas the current study uses quasi experimental research.

Al-Mekhlafi & Nagaratnam (2011) investigate the difficulties of a cross section of school EFL teachers in Oman as well as their perceptions of their students' difficulties with regard to grammar instruction. The researchers use a questionnaire as the research instrument. The sample size was 90 teachers. The study was mainly quantitative in design, using a questionnaire and the subjects responded to each statement on a five-point Likert-type attitude scale (from 5 for 'strongly agree' to 1 for 'strongly disagree'). The respondents also provided background information on gender, qualification, teaching experience and the level they teach to create their profile in terms of variables. The data was analyzed (t-test and ANOVA) using the SPSS. It is obvious that EFL teachers consider these difficulties quite serious, which suggests that serious attention needs to be paid to them. There may be generally recommended ways of teaching EFL grammar (for example, the implicit method), but it would not be proper to adopt them universally without looking at the possible difficulties that might go with those methods suggested. While a less favored method might pose fewer problems and hence be more effective, a more favored method might be less effective owing to greater difficulties or problems in implementing it. The difficulties may also be influenced by the context in which a particular method is used.

El Tanani (2011) aimed at investigating the existing grammar teaching techniques for sixth graders in Gaza Strip in order to suggest a practical framework of effective and appropriate techniques for teaching grammar communicatively for Palestinian sixth graders. It also aimed at investigating whether the suggested framework develops sixth graders' performance to use the language in context and inspires their attitudes to be positive towards communicative grammar teaching. To fulfill the aims of the study, the researcher followed the experimental approach besides the descriptive analytical one. She used three tools to collect the needed data: an observation card, a test and an attitude scale. The observation card has presented the techniques, stages and procedures that English language teachers should implement while teaching grammar and the pedagogy of teaching grammar in the light of communicative language teaching. The observation card was shown to ten experts for benefiting from their comments with regard to any potential modifications, additions and deletions to achieve validity. Reliability was examined through the help of two colleague teachers who volunteered to observe three teachers while teaching grammar lessons. Because traditional practices of grammar teaching still dominate our Palestinian classrooms, and this situation has negative effects on language learning, the researcher prepared a suggested framework to teach grammar communicatively for 6th graders in Gaza Strip. It clarifies how to teach grammar communicatively to 6th graders, and it presents a number of effective and appropriate techniques and procedures to teach grammar more effectively. Therefore, it provides lesson plans for all the included grammar lessons in English for Palestine Grade 6. After that, the researcher used a test to measure the effectiveness of the suggested framework on sixth graders' performance to use grammar in context. In order to explore the attitudes of sixth grade students toward the affective and the linguistic benefits of the

36 communicative approach, an attitude scale was used. The results of the analysis show the following: 1. Sixth grade English language teachers do not use either effective or appropriate techniques or procedures to teach grammar communicatively. 2. Regarding the results of the test, the experimental group students outperformed the control group students in using language in context. In other words, the suggested framework of teaching grammar communicatively is proved to be effective and beneficial. 3. Sixth graders agreed on gaining linguistic and affective benefits of the communicative grammar teaching method. So, the suggested framework of teaching grammar communicatively enhanced sixth graders' positive attitudes.

Based on the study findings, the researcher recommended that the Education Development Centre in UNRWA and the Ministry of Education hold workshops in order to train English language teachers how to teach grammar communicatively. Besides, it was recommended to prepare several frameworks for teaching grammar lessons communicatively for English for Palestine Series. The studies of Al-Mekhlafi & Nagaratnam (2011) and El Tanani (2011) confirmed the necessity of using new English grammar teaching techniques, whereas the current study has achieved this in using Mind Mapping technique. On one hand Al-Mekhlafi & Nagaratnam's (2011) study agreed with the current study in using T-test to explain the differences between groups. On the other hand, El Tanani's (2011) study differs from the current study in the type of the sample which is used in the study.

Obaid (2010) investigated the effectiveness of three grammar teaching approaches (the inductive, the deductive and the contextualized approaches) on achieving English grammar among the eleventh graders in Khan Yunis

37 governorate. For answering the questions of the study, the researcher adopted the experimental approach. The sample of the study consisted of (158) male students from Al Motanabi Secondary School for Boys (A); three experimental groups and a control one. The three grammar teaching approaches were used in teaching the three experimental groups in the first term of the scholastic year (2009 – 2010). An achievement test of four scopes with (84) items was designed and validated to be used as a pre and post test. The data of the study were analyzed statistically using the statistical package (SPSS), One Way Anova test, and Scheffe Test. The pre-post test was used to identify the direction of the effectiveness. The study indicated that there were statistically significant differences in the eleventh grades' achievement of English grammar due to the method of teaching in favor of the contextualized approach. Based on those findings, the study recommended the necessity of implementing the contextualized approach in teaching English grammar to bring about better outcomes in the students' achievement of English grammar. It also was suggested that research should be conducted on the effectiveness of the contextualized approach on different dimensions of achieving English language and other school subjects. The current study agreed with Obaid's study (2010) in using an achievement pre-post test which was used to evaluate the English language performance of the groups of the study. The researcher has gained insight from Obaid's confirmation the teachers' need to diversify pedagogical methods used in English language grammar teaching. The researcher has also benefited from this study in forming the theoretical framework that talks about the weakness of students in learning which may both the result of using traditional method.

38 Abu Nada (2008) studied the effect of using concept maps strategy on the achievement of English grammar among the ninth graders in Gaza Governorate. The researcher used experimental research. The study was conducted on (113) male students from AL-Zaitun prep (A) school. The subjects of the study were divided into two groups: one was experimental and the other was control. The experimental group was taught by using the concept map strategy, while the control group was taught by the traditional method. The researcher designed an achievement test that consisted of 49 question and the results of the study were analyzed by using (T- test and Man& Whitney- test) and effect size to measure the size of concept map effect on the grammar various skills. The researcher found that there were statistically significant differences in the ninth grades’ achievement of English grammar due to the method in favor of the concept maps strategy. This study recommended the necessity of implementing the concept maps strategy in teaching English grammar to bring about better outcomes in students ’ achievement of English grammar. It was suggested that further researches should be conducted on the effect of concept maps on different dimensions of achieving English language and other school subjects. The researcher of the current study used tools similar to those used in the reviewed study. Abu Nada's study used the concept mapping technique in teaching grammar which emerged from the same theory of the current study. However, both studies call for adopting student centered methods in grammar.

Hamzah and Dourado (2008) examined the effect of games on teaching grammar, particularly simple present tense and simple past tense. They used the experimental approach where the experimental group used games to learn grammar, whereas no treatment was given to the control group. The sample consisted of (56) students from SMK Damai Jaya in

39 Malaysia. The Data gathered from the pre-test and posttest were analyzed descriptively, classroom observation cards were used to observe students' reaction to the game, and interview were conducted to get the feedback from English language teachers in SMK on using games in grammar lessons. The study came to the result that students who practiced grammar with games felt more motivated and enthusiastic in what they were doing; moreover, the interviewed teachers fully agreed that games played an important role in the teaching and learning process. This study pointed the significance of student centered method in teaching English grammar by using games. The researcher benefited from this study in performing self reflection check list which helps the researcher to evaluate the experiment. (See appendix5)

Yu (2005) explored the effect of computer- game-based-grammar instruction on students’ motivation and classroom atmosphere. In addition, it explored that the use of games in practicing grammatical features may improve the students' level of accuracy in Japan. The participants were (57) who divided into two groups, the control and experimental groups. The experimental group was taught by using game-based practice, while the control group performed traditional grammar-based practice only. The data were collected by using grammar tests and examinations, a questionnaire on motivation, a questionnaire on classroom atmosphere, a questionnaire on the type of grammar practice, a questionnaire on the grammar and grammar instruction, focus group interviews with students, and the researcher's field notes. The findings of this study showed that the class became entirely student-centered. The use of computer games improved students' rate of accuracy and developed practicing grammatical features.

40 From Yu's (2005) study the researcher has gained more assurance that teachers should give more attention to the role of students in classroom in order to motivate them to activate their prior knowledge.

Studies Related To Mind Mapping Technique: Adodom (2013) investigated the effect of mind-mapping technique as a self-regulated learning (SRL) strategy on students’ achievement in Basic Science and Technology (BST). The design adopted in the research was a quasi-experimental pre-test and post-test method. The population of the study included all junior secondary school science students in Akoko south-west Local Government Area of Ondo State, Nigeria. One hundred and twenty(120) Basic science students were selected using simple random sampling technique, and were divided into two groups of sixty (60) students out of which thirty (30) male and thirty (30) female students were selected per group using a stratified random sampling technique. The research hypothesis raised was analyzed using ANOVA and multiple classification analysis statistics. In conclusion, the study showed that mind-mapping strategy as a SRL helped to improve students' performance in BST and should be employed in the classroom as a better approach to teach Basic Science and Technology (BST) as its potency is very clear in this study on improving learners’ critical thinking and creative skills. Students should likewise be encouraged to transfer the knowledge and the approach gained to study other science subjects. The researcher benefits from this study in using mind mapping to conduct the study among secondary stage as self-regulated learning in Basic Science and Technology and using quasi experimental design but the current study disagrees with this statistically data analysis's tools.

41 The researcher has become familiar with the fact that mind mapping in the classroom as a method helps increasing student's abilities to self-regulate their learning by themselves.

ĐIỀM (2011) used mind maps and diagrams to teach vocabulary for first year mainstream students, faculty of English Language Teacher Education (FELTE). The participants of this study were first year mainstream students at Division I, FELTE of their second semester in the academic year 2010 –2011. One hundred students were involved in the survey questionnaires and 30 of them would take part in the trail lessons and tests. To address the first research question, a quantitative method (questionnaires for students at Division I) was used. For the second question, both qualitative (semi- structured interviews with students) and true-experimental methods were applied. SPSS program and T- test were used to analyze the collected data. From the analysis of the data collected, the writer had discovered that students’ ability to remember words was better if they had been taught with mind maps and diagrams. It is worth mentioning that the current study agrees with ĐIỀM in that both studies use the Mind Mapping Technique and differ in their study subjects. The researcher has gained more knowledge from this study about Mind Mapping technique and its effect on teaching English. The only difference between the two studies is that this study is conducted on university student whereas the current study is conducted on tenth grade.

Alkaraawi (2011) investigated the effectiveness of teaching by mind Maps on enhancing the creative thinking of first intermediate pupils in Aldewania Governorate in Iraq. The researcher conducted an experiment which lasted for two months. She had chosen Al-Gad Al- Mushriq Intermediate Girl School for applying the experiment. The research sample consisted of (46) pupils, (23) pupils for each group, the two groups were

42 similar in age and intelligence as reflected in their mid-year examinations marks. A pre-creative-thinking test for both research samples and the intervening alternatives were set. The experiment was applied in the second semester of the year (2010-2011), and the researcher herself taught the two groups of the experiment. After finishing up the experiment, the results were analyzed statistically by using T-test for two independent groups. The results showed the superiority in the performance of the experimental group over that of the control group on both the achievement test and the creative-thinking test. It has become clear from this study that Mind Mapping is not only suitable for tenth grade male students who are the sample of this study, but also for intermediate female students in order to enhance students' creative thinking. This study helped the researcher of the current study to utilize the questions in pre-post test cognitively according to Bloom's Taxonomy levels. (P: 94) in the current research.

Moklid's study (2011) aimed at finding out the effectiveness of using mind maps as enhanced by multimedia on teaching social studies, on cognitive achievement, and on improving inferential thinking among junior high school students. The researcher adopted the experimental research. The sample of the study consisted of 80 students from Sheikh Salam Preparatory School Alsawama’a village, Suhaj Governorate. It was distributed into two groups: experimental and control group. A pre-post achievement test was conducted to measure the level of the students according to the first three levels of Bloom’s taxonomy. Also, an achievement test was conducted to measure inferential thinking. The data were collected and analyzed by using SPSS program. The results of the study showed that mind maps were effective on teaching social studies, on cognitive achievement, and on improving inferential thinking among junior high school students. This study has been of

43 some importance to the researcher in that it provided a clear mechanism on using the proper statistical machine for analyzing the data. The researcher has benefited from this study in building pre-post test according to Bloom's Taxonomy.

Nong, Pham, and Tran (2010) examined the effects of digital mind mapping over paper-based mind mapping and conventional teaching method on students’ academic achievement and attitudes in teaching and learning Psychology. For the purpose of the study, 90 students of first year students of Thai Nguyen Teacher Training Institute, Vietnam were selected. The participants were randomly allocated to three groups: experimental group, control group 1 and control group 2. The teaching method used for the experimental group was digital mind mapping. The conventional method was used for control group 1, and paper-based mind mapping method for control group 2 respectively. A pre-test and post-test research design was used. The researcher analyzed the data by using SPSS, T test. The findings showed that there was a significant positive difference in students’ academic achievement and attitudes toward learning psychology through the computer-based- mind mapping teaching and learning method. The reviewed study provided the researcher with a great deal of information on Mind Mapping technique and it's effectiveness in teaching reading skill as one of the main skills of English language so it opens a wide gate for the researcher of the current study to use mind mapping in grammar as an innovative technique to present rules to the students.

Siriphanich (2010) reported an investigation into the use of mind mapping technique to improve reading comprehension ability and the students’ attitudes towards the use of mind mapping technique. The research design used in this study was one-group pre- test-post -test design. The study employed both quantitative and qualitative data analyses based on pre-and

44 post-tests, a questionnaire, and an interview. The participants of the study were 35 first-year students enrolled in a compulsory reading course called Communication and Reading Skills at Rajabhat University, Songkhlaa south of Thailand. Fifteen students (5 highly successful, 5 who did not show any improvement, and 5 unsuccessful) were selected for retrospective interviews. The data on the pre- and post- test were collected and analyzed using the SPSS program. Percentages and mean scores on the pre- and post- test were calculated to identify the progress in reading comprehension. T- test for dependent samples was utilized to determine significant differences between the mean scores on the pre- and post- test. The data from questionnaire were analyzed by categorizing and using frequencies and percentages. The data from the oral interviews were categorized. 1. English reading comprehension post- test mean score of students was higher than the pre-test mean score at the 0.05 level of significance; 2. Most students were satisfied with their own reading comprehension ability; 3. They enjoyed working in groups and agreed that mind mapping technique was a useful technique and can be applied to non- English subjects. The results of the study showed that, after teaching mind mapping techniques, the majority of the students improved their reading ability and their post-test mean score was12.15 compared to the pre-test mean score which was 11.17. The post-test mean score was higher than pre-test mean score at the 0.05 level of significance. Most students were satisfied with their own reading comprehension ability (72.4%) and enjoyed working in groups (45.7%). However, a large number of the students had problems in vocabulary and could not construct sentences to complete the mind maps by themselves (42.9). The researcher benefited from this study in using Mind Mapping Technique being employed to improve reading comprehension

45 ability among first year university students. The mechanisms used in Siriphanich's study added insights to current study which uses mind mapping to improve the 10th graders' mastery of grammar. The researcher has gained more assurance from this study that using Mind Mapping technique in teaching English language enables learners to express themselves and enjoy learning. This study has agreed with the current study in that it has used T-test and pre-post test to reveal the differences between control and experimental group.

Albeladi (2010) tested the effect of using mind mapping for teaching mathematics in the achievement of middle school students in Madina Munawara. The researcher used the quasi-experimental research. The sample of the study consisted of 63 students distributed into two groups: an experimental group and a control one. To measure the level of the students, the researcher prepared an achievement test; the study was conducted in the second season of 2009 year. The data were collected and analyzed statistically by using SPSS program, T-test. The results showed a significant increase in teaching mathematics by mind map technique. The current study is similar to Albeladi's study in using Mind Mapping Technique, but differs in the subjects of the study. The current study also agrees with Albeladi's study in using the same methodology which adopts quasi experimental research.

Wiqad (2009) explored the effectiveness of using mind maps on the achievement of some topics in the Biology course of study. The sample of this study consisted of (190) female students of first secondary grade in Makaa. The researcher used the quasi-experimental design to measure the achievement level of students. The researcher conducted an achievement pre-

46 post test to collect data which were analyzed statistically by using SPSS program. The results showed statistically significant differences at all cognitive levels in favor of mind maps. The recommendations of this study concentrated on motivating teachers to use mind maps in teaching science subject by setting up a workshop to train them. Wiqad's study (2009) is in consistence with Albeladi's study (2010), which confirms the positive effect of Mind Mapping technique in the achievement test. Both studies agree with the current study in that they are both designed to enhance students' knowledge through using the Mind Mapping technique

Chann (2004) investigated the effectiveness of using Mind Mapping skills as a prewriting planning strategy in enhancing the quality of writing of S.1 and S.4 students. An action research was undertaken for the sake of improving both teaching practice and students’ writing. The participants of the present study were two classes of S.1 and S.4 students in a band two CMI (Chinese Medium) school in Hong Kong. There were 21 S.1 students (12 males & 9 females) in a remedial class and 39 S.4 students (17 males & 22 females) in an arts class. Before the training session on Mind Mapping, a questionnaire survey on all the students was carried out. Student’s compositions after the use of Mind Mapping were holistically rated by three experienced markers. Six students from each class were then selected for the semi-structured interviews after the marking process. The findings revealed that the application of Mind Mapping in planning was a useful writing strategy that could improve students’ writing. It was also found that students had employed different planning strategies in the pre-writing period. The findings suggested that planning was necessary and effective as prewriting strategies in the process of writing. Writing teachers should teach and train students to make use of various planning strategies in writing. While these

47 results tended to support the value of Mind Mapping as a pre-writing planning strategy, further research on its use in different types of writing was needed. Chann's study used Mind Mapping technique as a prewriting strategy to improve students' writing as a main skill of English language . This provides the researcher with good ideas on how to use Mind Mapping technique in teaching grammar as a sub-skill for English language main skills designed for tenth grade students.

General Commentary on the Previous Studies: It is noticeable that the previous studies are of good value for this study as they help the researcher in different ways. They are related to grammar and to the ways of teaching and learning. They suggest different methods to be adopted by the teacher in the field of teaching grammar. Besides, some of the reviewed studies are connected to teaching different subjects using mind mapping technique. Concerning the studies of section one, which focused on grammar, the following points can be noticed: - They highlighted the importance of Grammar in connection with the other language skills. - The samples of the studies were school and college students. - Different innovative methods were suggested to deal with grammar, and the results showed the superiority of those innovative methods over the traditional ones. With regard to the second section of the previous studies, which deals with mind mapping studies, the following points are noticed: - The studies of this domain tackled different levels of students (elementary, prep, secondary and university), - The studies agreed on the superiority of Mind Mapping Technique over the other methods as expository and enjoyable .

48 The current study benefited from those studies in: - writing the theoretical framework and the introduction of the study, - designing the instruments of the study and how to implement them, - selecting the appropriate research design for this study, - being aware of the difficulties and challenges of implementing mind mapping such as distributing the time among the activities, lesson plan suitability with the new technique and how to overcome them, - using appropriate statistical analysis to analyze the data statistically, and - interpreting the results and giving recommendations and suggestions.

The current study differed from the previous ones in that it discussed using Mind Mapping to teach grammar as an important sub- skill of English as a foreign language. There is no study among the previous ones that tackled some English grammatical aspects (conditional If, passive in simple tenses and adjectives) by using a Mind Mapping technique, which makes the current study a unique one.

Summary: This chapter reviewed some previous studies related to grammar and how other researchers handled grammar by implementing different techniques and strategies. The chapter also presented studies related to mind mapping technique, and how the researcher benefited from them. It also showed how the current study is different from those studies. The next chapter will review research design and methodology of the study.

Chapter 4

Methodology

50 Chapter 4 Research Design and Methodology

Introduction: This chapter exposes the procedures followed throughout the study; the methodology, the population and the sample, the instruments and the statistical analyses of the results of the study.

Research Design: The study adopts the quasi experimental approach which requires two groups of students: an experimental group and a control one. The strategy of the mind mapping technique is used in teaching the subjects of the experimental group, while the ordinary method is used with the control group. . The Population of the Study: The population of the study consisted of all the tenth graders in governmental schools in the North Governorate of Gaza for the school year (2012 – 2013). The population of the study is (2654) male students. (Ministry of High Education)

Sample of the study: The sample of the study consisted of (67) male students divided into two groups: an experimental group comprising (34) students, and a control group comprising (33) students.

51 Table (1) The Distribution of the Sample The Population The Sample Experimental Control total 2654 34 33 67

Pilot study: The researcher applied the instruments of this study on 34 of the 10th grade pilot sample taken from the original population of the study sample. This technique was used to estimate and discuss the validity and reliability of the instruments to be used in this study.

The Variables of the Study: To verify the accuracy of the results, the researcher defined the variables as the dependent variable and the independent one as follows: - The dependent variable is mastery of Grammar - The independent variable is the Mind Mapping Technique.

Instrumentation: The researcher used two instruments to achieve the aim of the study: 1. Grammar test as a pre & post-test. See (Appendix 2) 2. Teacher’s guide. See (Appendix 3)

Grammar Achievement Test : (prepared by the researcher) This test was designed to assess the effect of using the mind mapping technique on the mastery of grammar among 10th graders in Gaza governorates. The test consisted of (30) questions (Appendix 2), and was divided into three levels as follows:

52 Table (2): Sub-Scales and Items of the Test Subscales Items # of items Q1 (1,3,6,9), Q3 (1,5), Q5 1. Adjective 11 (1,2,3,4,5) Q1(2,4,8), Q2(3,4,5), Q3(2,4), 2. If 11 Q4(1,3,5) Q1(5,7,10), Q2(1,2), Q3(3), 3. Passive 8 Q4(2,4) True answer = 1 score False answer= 0 Then the scores on the test were ranged from (0 – 30 scores).

The Aim of the Grammar Achievement Test: The test is one of the study instruments which aimed at measuring the effect of using the mind mapping technique on the mastery of grammar among 10th graders.

The Source of Designing the Grammar Cognitive Achievement Test: The researcher referred to many resources in designing the test. He reviewed the related literature, and benefited from the opinion of supervisors, previous studies and experienced teachers. He designed the test based on Bloom’s Taxonomy. The questions of the test were distributed among three subjects: adjectives, if condition (zero, one and two), and passive. They were taken from units 6-7-8 of the text book of the 10th grade (Appendix 2). The questions of the test were distributed according to the topics and Bloom’s Taxonomy which is used in Palestinian schools to measure students' cognitive abilities that help the researcher to know the level of students in learning through mind mapping technique, shown in the following table:

53 Description of Grammar Cognitive Achievement Test Types of the questions according to Bloom's Taxonomy

The types of the questions have been chosen according to the levels of Bloom's Taxonomy: knowledge, comprehension, application and synthesis. Then they were presented to eleven teachers from high school and to a reference committee for final checking. Consequently, the researcher conducted the approved version of the test. (Appendix 2). The researcher has distributed the questions in the previous table according to Bloom's Taxonomy to know what Mind Mapping will achieve cognitively from the chosen levels.

54 Figure (12)

http://juliaec.wordpress.com/2011/03/23/blooms-taxonomy-encouraging-higher-cognitive- thinking-in-primary-school-classrooms/

Figure (12) explains the six levels of Bloom's Taxonomy and the researcher chooses the four levels (knowledge, comprehension, application and synthesis) which will be explained in the cognitive domain.

55 The Cognitive Domain of the Objects: The cognitive domain that is included Bloom's Taxonomy is divided into six levels, the researcher has chosen four levels of Bloom's Taxonomy and formed the questions that reflect the chosen levels, and questions are revised by English directors and teachers. The chosen levels are Knowledge, comprehension, application and synthesis. Knowledge is the lowest level and evaluation is the highest one in the cognitive domain of Bloom's Taxonomy for education purposes. According to Bloom (1956), educational objectives may be classified into a hierarchy of six major classes: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Learners start learning with the first level of Bloom's Taxonomy. When students build their knowledge on basic concepts, they move to the comprehension level. Application requires demonstrating abilities to deal with the material. In the synthesis level, the student will be able to build parts together to make it integrated.

The Definitions of Bloom's Taxonomy Levels: Knowledge: Knowledge is defined as the remembering of previously learned material. This involves the recall of a wide range of material, from specific facts to complete theories.

Comprehension: Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning

56 outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

Application: Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories.

Analysis: In the analysis level, students will be required to go beyond knowledge and application and actually see patterns that they can use to analyze a problem.

Synthesis : Synthesis refers to the ability to put parts together to form a new whole.

Evaluation: The top level of Bloom's Taxonomy is evaluation. Here students are expected to assess information and come to a conclusion such as its value or the bias behind it. https://www.madonna.edu/pdf/admissions/outcomeblooms.pdf. Description of Grammar Cognitive Achievement Test: Question (1) is a "multiple choice" exercise where students are supposed to choose the correct response from (a, b, c or d). The question consists of ten items. All the items are related to the comprehension level. The question is assigned 10 marks; one point for each item.

Question (2) is a "Rewrite the sentence as shown in the brackets" exercise where the students are asked to rewrite the sentence according to the

57 request given between the brackets in each statement. The question consists of five items which are all of the synthesis level. The question is assigned 5 marks; one point for each item.

Question (3) is a "true or false" exercise where students are supposed to put (√) next to the right answer and (x) next to the wrong one. The question consists of five items of the comprehension level. The question is assigned 5 marks; one point for each item.

Question (4) is a "correct the mistakes" exercise where the students are going to correct the underlined mistakes in each statement. The question consists of five items of the application level. The question is assigned 5 marks; one point for each item.

Question (5) is an "Identify" exercise where the students are going to identify whether the sentence is comparative by putting (c) or superlative by putting (s), in front of each statement. The question consists of five items at the knowledge level. The question is assigned 5 marks; one point for each item.

Validity of the Test: ( Internal Consistency Validity) : To compute the internal consistency of the cognitive achievement test; the researcher calculated the correlation coefficients of every item of the test with the total scores of its subscale, as shown in table (3)

58 Table (3) Correlation Coefficient of the Items with its Subscales

Sub- Item Corr. Sig. Sub- Item Corr. Sig. Scales No Coeff. Level Scales No Coeff. Level 1 0.538 0.01 16 0.492 0.01 2 0.601 0.01 17 0.709 0.01 3 0.624 0.01 18 0.387 0.05 4 0.738 0.01 2- If 19 0.618 0.01 5 0.665 0.01 20 0.525 0.01 1- Adjective 6 0.356 0.05 21 0.375 0.05 7 0.409 0.05 22 0.702 0.01 8 0.537 0.01 23 0.409 0.05 9 0.568 0.01 24 0.444 0.05 10 0.455 0.01 25 0.385 0.05 11 0.461 0.01 26 0.616 0.01 3- Passive 12 0.460 0.01 27 0.698 0.01 13 0.421 0.01 28 0.429 0.01 2- If 14 0.447 0.01 29 0.679 0.01 15 0.550 0.01 30 0.578 0.01 Table (3) shows that all the items had good levels of internal consistency validity, where the correlation coefficients between every item with its sub-scale ranges between (0.356 - 0.738); and is significant at 0.01 and 0.05.

59 In addition; the researcher estimated the correlation coefficient between every subscale and the total scores of the test as shown in table (4). Table (4) Correlation Coefficient between Every Sub-Scale with the Total Scores Of The Test Total Subscales Adjective If Scores 1. Adjective **0.871 2. If **0.854 **0.600 3. Passive **0.822 **0.572 **0.578 *p< 0.05 **p< 0.01 Table (4) shows that the sub-scales had good levels of internal consistency validity with total scores, where the correlation coefficients ranges between (0.572 - 0.871); and is significant at 0.01. Reliability of the test: To calculate the reliability of the test; the researcher uses the following two methods: 1- Split Half Method: The researcher calculated the reliability of the test by using split half method (part1 = 15 items & part2 = 15 items); Table (5) Split half method reliability Achievement Number of Person Reliability Significant Test items correlation value level coefficient Grammar 30 0.741 **0.851 Significant at 0.01 *p< 0.05 **p< 0.01

60 As shown in table (5) the Pearson correlation coefficient was (0.741), and by using the Spearman-Brawn equation to correct the length of the test, the value of reliability was (0.851), where these indicators revealed that the test was reliable. 2- Kuder Richardson-21 Equation: In addition; the researcher estimated the reliability of the test by using the equation of Kuder Richardson-21 (30 items); where the value of reliability was (0.857) and this result significant at (0.01). So that, the test was valid and reliable for data collection from 10th graders with regard to the effect of using the mind mapping technique on the mastery of grammar.

In order to control the variables among the experimental - control groups, the researcher used quasi experimental research design. He investigates the equivalence of some variables as age, achievement in English language, and total achievement: 1- To examine the equivalence of age among experimental control groups, the means, standard deviation and Independent Samples T-test were used: Table (6) T- Test Differences between the Experimental and the Control Groups in the Age Std T. Sig (2 Groups No Mean Sig. level Deviation Value tailed) Experimental 34 15.35 0.445 Not 0.907 0.360 Control 33 15.16 0.423 Significant "T" tabled value at (df =72) at (0.05) Sig. ≥ 2.00, and at (0.01) Sig. ≥ 2.66

61 As shown in table (6), there were no statistically significant differences between the experimental group and the control in the age. This revealed that the experimental and control groups were equivalent in age.

2- To examine the equivalence of achievement in English language among experimental control groups, independent samples t-test was used:

Table (7) T- Test Differences between the Experimental and the Control Groups in the Achievement of English Language Std T. Sig (2 Groups No Mean Sig. level Deviation Value tailed) Experimental 34 62.04 12.016 Not 0.802 0.433 Control 33 60.11 14.341 Significant "T" tabled value at (df =72) at (0.05) Sig. ≥ 2.00, and at (0.01) Sig. ≥ 2.66

As shown in table (7) there were no statistically significant differences between the experimental group and the control group in their achievement in English language grammar. This revealed that the two groups were equivalent in their achievement in English language grammar. 3-To examine the equivalence in the mastery of grammar among experimental - control groups, independent samples t-test was used: Table (8) T- Test Differences between the Experimental and the Control Groups in the Pretest of the Mastery of Grammar Std T. Sig (2 Subscales Groups No Mean Sig. level Deviation Value tailed) Adjective Experimental 34 4.62 1.20 0.713 0.899 Not

62 Control 33 3.92 1.63 Significant Experimental 34 3.49 1.87 Not If 1.124 0.323 Control 33 4.37 1.13 Significant Experimental 34 2.76 1.59 Not Passive 0.843 0.382 Control 33 3.16 1.52 Significant total Experimental 34 10.87 2.53 Not 1.742 0.086 scores Control 33 11.45 3.28 Significant "T" tabled value at (df =72) at (0.05) Sig. ≥ 2.00, and at (0.01) Sig. ≥ 2.66

As shown in table (8) there were no statistically significant differences between the experimental group and the control group in the mastery of grammar, which revealed that the experimental and control groups were equivalent in the mastery of grammar. Teacher’s Guide: The researcher has prepared a teacher's guide which includes a lesson plan for the chosen lessons of grammar from the student's book, English for Palestine10. The teacher's guide consists of the following: 1- Learning objectives of each lesson. 2- Teaching aids. 3- Activities used to activate students' prior knowledge 4- Procedures and activities to be followed during the implementation of each lesson. 5- Evaluation questions.

Teacher's guide for using the mind mapping technique. Aim of the technique:

63 General Aim The lesson plan and the activities aimed to develop student’s mastery of grammar in English for Palestine for the 10th graders.

Specific Objectives: 1. Motivating students to use both sides of their brain when studying grammar, 2. Making students interested in learning grammar, 3. Improving students’ knowledge level of grammar, 4. Developing the comprehension level of grammar, 5. Increasing students’ abilities in the application level of grammar. 6. Helping students use grammar correctly in the synthesis level. 7. Raising awareness of what grammar is.

Teaching Grammar through Mind Mapping Technique: in Class: 1. Preparing the students for the subject matter and identifying their prior knowledge. 2. Analyzing grammar and shifting information from written case to visual case in order to motivate the students to use both sides of their brains.

3. Choosing a central image for the subject to be learnt by students, and writing the name of lesson's subject on the picture,

64 4. Drawing branches related to the central idea and putting into students' consideration the size of the first branches, which is connected directly to the central idea, must be bold and wide. 5. If there are other branches from the main branches, they are written in thinner and less bold letters than the previous one.

6. Each branch has a specific color from the first to the end of the branch.

7. It is good for each branch to carry at least one word, symbol or picture, 8. Asking the students to discharge the Form branch as a sentence to give full sentences, and thus changing the visual case to a written one.

9. Brain storming: the teacher erases the map which was drawn on the board and asks the students to draw the same on their white sheets, asking the students to work in pairs and to ask each other the meaning of the encoded and visualized information. Questions like, what does the flower mean, and what does the tree mean. 10. Evaluation: the teacher will measure if the aim of the lesson is achieved by asking his students to discharge each map from visual, symbolized and encoded information to a written one by answering questions at the end of the lessons and at the end of the experiment through the post test.

Distribution of the Time over Grammar Lessons: Teacher’s curriculum center (2004.P:6) states that in a lesson plan, the teacher estimates how long each part of the lesson will take. The timing is important as it guides teacher’s control over the lesson. Timing varies from a class to another, allow time for other things, such as giving feedback, which means the flexibility of using time from one class to another. The researcher divided the subjects into thirteen sessions. Each session took 45 minutes, the first session was conducted on the pre test that took (45) minutes and two other sessions to explain the mind mapping technique for students that took (90) minutes, and three sessions for adjective lessons that took (135) minutes, as well as three sessions for passive in simple tenses that took (135) minutes and three sessions for if conditions (zero, one and two) that took (135) minutes. Finally the researcher held one sessions to conduct the post test that took (45) minutes. See table (8).

Table (9) Distributing sessions on lessons

Lessons Explain Adjectives Passive main If conditions Pre and post mind comparative simple tenses zero, 1 and 2 test mapping &superlative technique The 2 3 3 3 2 number of sessions Session=45 minutes The teacher’s guide and lessons plan as shown in (Appendix 3) Validity of the Teacher's Guide: The researcher checked the validity of the teacher's guide by consulting a group of qualified teachers who have long experience in teaching methods. According to their recommendations and points of view, the researcher did the necessary modification, see (Appendix 6).

The Implementation of the Lesson Plan: The lessons chosen for the experiment were taught to the experimental group by the researcher as follows: 1. The experimental group was taught by the mind mapping technique, which was hypothesized to master grammar, while the control group was taught by the ordinary method (Appendix 3). 2. The researcher conducted the experiment himself and used the materials needed to achieve the objectives of using the mind mapping

67 technique; the materials are colors, worksheets, a laptop, Chalk and other material. 3. The researcher taught the students of the experimental group and wrote all of his reflections around the sessions. (Appendix 5). 4. The process of teaching the two groups followed the time plan which included (10) school sessions for each group plus 2 sessions for evaluation. 5. The post test of the reading comprehension skills was applied on 15/4/2013. The results were recorded and statistically analyzed. The statistical treatment was distributed in chapter five.

Teacher Self- Reflection: After applying the lesson plan, a self- reflection checklist was prepared to identify the area of improvements and interest in the technique suggested. The researcher did the necessary modifications after each lesson according to self – reflections (Appendix 5).

Statistical Analysis: - The researcher used the (SPSS) Statistical Package for the Social Sciences for analyzing the data. The following statistical analyses were used to collect the data: - Alpha Cronbach formula and Kuder Richardson-21 equation were used to find the reliability, - T-test Independent Sample was used to measure the statistical differences in the means between the experiential and the control groups in the results of the post-test, - T-test Paired Sample was used to measure the differences in achievement between the pre-test and the post-test of the experimental group,

68 - Black equation was used to investigate the effect size of mind mapping on the mastery of grammar. - Eta Square was used to ensure that the "effect size" of the mind mapping did not happen accidentally,

Summary: The chapter tackled the research design, population, sample, instrumentation, validity and reliability of the instruments, statistical analysis, and finally the data collection procedures. The next chapter will deal with the data analysis.

Chapter 5 Results Results: Data Analysis, Discussion and Recommendations

70 Chapter 5 Data Analysis, Discussion and Recommendations

In this chapter the researcher tries to investigate the study hypotheses by using the statistical package for social sciences SPSS, 1. The first hypothesis is stated as: “There are no statistically significant differences at (α ≥0.05) between the mean scores of the experimental group on the post-test of English grammar mastery and those of the control group”. To examine this hypothesis, the means and standard deviation of both groups' results on the post-test were computed. Independent Samples T-test was used to investigate the differences between the two groups in the post-test following the application of the Mind Mapping Technique:

Table (10) T- Test Differences between the Experimental and the Control Groups in the Post-Test

Std T. Sig (2 Subscales Groups No Mean Sig. level Deviation Value tailed) Experimental 34 8.97 0.99 Adjective 3.940 0.001 Significant Control 33 7.50 1.67 Experimental 34 8.08 2.54 If 3.701 0.001 Significant Control 33 6.03 1.83 Experimental 34 6.16 1.80 Passive 2.517 0.05 Significant Control 33 5.10 1.60 Total scores of Experimental 34 23.21 4.71 Mastery of 4.119 0.001 Significant Grammar Control 33 18.63 4.30 "T" tabled value at (df =65) at (0.05) Sig. ≥ 2.00, and at (0.01) Sig. ≥ 2.66

The results in table (10) indicate that the T. computed value is larger than T. tabled in the test, which means that there are statistically significant

71 differences at (α ≤ 0.01, 0.05) between the experimental and the control groups in all topics, in favor of the experimental group. These results indicate that the use of mind mapping is effective in developing the mastery of grammar among 10th Graders of the study sample. These findings agree with Alkaraawi, Moklid ,Siriphanich and Albeladi studies in their studies computed T. value between experimental and control groups and their results which indicated that using mind mapping was more effective than the traditional ways.

2- The second hypothesis is stated as: “There are no statistically significant differences at (α≥ 0.05) between the mean scores of experimental group on the pre English grammar mastery test and those of the post.” To examine this hypothesis, the means and standard deviation of the experimental group's results on the pre-test and post-test were computed. The researcher used T-test paired samples statistics to measure the significant differences, as shown in the following table:

Table (11) T-Test Result of Differences between the Pre and Post- Test of the Experimental Group

Std. Sig. Sig. Subscales Application N0 Mean T. value Deviation (2taied) Level

Adjective Pre-test 34 4.62 2.20 5.176 0.001 Significant Post-test 34 8.97 0.99 Pre-test 34 3.49 1.87 If 8.863 0.001 Significant Post-test 34 8.08 2.54 Pre-test 34 2.76 1.59 Passive 6.836 0.001 Significant Post-test 34 6.16 1.80 Total scores Pre-test 34 10.87 4.53 of Mastery 8.707 0.001 Significant of Grammar Post-test 34 23.21 4.71 "T" tabled value at (df =67) at (0.05) Sig. ≥ 2.00, and at (0.01) Sig. ≥ 2.66

72 As shown in table (11), the results indicate that the T. computed values are larger than T. tabled in the test, which means there are statistically significant differences at (α ≤ 0.01) between the mean scores of the pre-test and post-test in the mastery of grammar of the experimental group in favor to the post test.

3- The third hypothesis is stated as: “There are no effects of mind mapping technique on English grammar mastery among 10th graders as represented in the study sample.” 3.1 The Size of effect of the mind mapping technique was measured by using eta square equation to show the effect size of using the mind mapping technique on mastering English grammar by the experimental group, the researcher applied the "effect size" technique (see table 12) as a complement dimension of the statistical significance, depending on the following criterion of (Afana 2000, p. 38):

Table (12) Criterion of "Effect Size" Scale Size of Effect Small Medium Large Η2 0.01 0.06 0.14

t2  2 = t2 + df

73 Table (13) Using Eta Square Values to Investigate the Effect Size of the Mind Mapping Technique on the Mastery of Grammar Subscales T  2 Effect Size Adjective 5.176 0.271 Large If 8.863 0.522 Large Passive 6.836 0.394 Large Total scores of Mastery of 8.707 0.513 Large Grammar

The results of table (13) indicate that the values of eta square 2 range between (0.271 – 0.522), which reveals a large effect of the Mind Mapping Technique on developing the mastery of grammar among 10th graders, who are represented by the experimental group. 3.2 Black equation to measure the effectiveness of mind mapping technique. The researcher used Black Equation to investigate the effectiveness of mind mapping technique to develop the mastery of grammar among 10th graders as represented by the experimental group:

Post average- pre average Post average- pre average Black equation value= Major end- pre average Major end

74 Table (14) Using Black Equation to Investigate the Effect of Mind Mapping Technique on the Mastery of Grammar Number High Mean of Mean of Black's Subscales of items scores pre-test post-test ratio Adjective 11 11 5.92 9.97 1.165 If 11 11 2.59 8.08 1.152 Passive 8 8 2.46 6.16 1.130 Total scores of Mastery of 30 30 13.86 24.22 0.987 Grammar

The results of table (14) indicate that the values of Black ratio range is between (0.987 – 1.165), which reveals that the Mind Mapping Technique is effective in developing the mastery of grammar among 10th graders as represented in experimental group.

Discussion: The purpose of this study is to explore the effect of using the mind mapping technique on the mastery of grammar among tenth graders in Gaza governorates. The experimental approach is used to answer the questions of the study. The sample of the study consists of (67) students: (34) experimental group (33) control from Hamad Bin Khaliefa (B) Secondary School North- Gaza governorate.

The statistical treatments showed that there were statistically significant differences between the results of the pre test and the post test at level (0.05) due to the use of Mind Mapping Technique in teaching grammar for the tenth

75 grade. In other words, using Mind Mapping Technique has a positive effect on the mastery of English grammar among tenth grade students.

Based on the findings of this study, it can be stated that the main result was that the Mind Mapping Technique was highly effective in improving the students' levels of mastering grammar among the experimental group compared with control group's results. The results pointed out that a relatively substantial amount of achievement has occurred in different areas of Bloom’s cognitive Taxonomy levels: knowledge, comprehension, application and synthesis. There is no doubt that such an advance would become both indicative and meaningful to all those concerned in promoting teaching English as a foreign language. Moreover Table (10) indicates that the results of experimental group in all dimensions were better than those of the control group, for example the results of experimental group for (adjective) lessons scored a high degree (5.171) whereas the (passive) lessons occupies the second degree (6.836) and the (If) lessons occupies the last degree (8.863) in T value(0.001). Table (13) shows that the experimental group which was taught by the Mind Mapping Technique had a high and clear effect on the (if) lessons that achieved (0.522) , followed by passive, which achieved (0.394) and finally (adjective) lessons, which achieved (0.271). in Eta square values. In addition, table (12) confirms that the experimental group which have been taught by mind mapping technique has a large degree in effect size compared with control group. Black Equation in table (14) exposes that (adjective) lessons achieved(1.165) which occupies the high score in the table, followed by achievement which occupies the second high score (1.152). The third score was occupied by (if) lessons and (passive) lessons (1.130). This means the

76 last degree in the same table (14) reveals that Mind Mapping Technique is effective in developing the mastery of English grammar among tenth graders. The results show that Mind Mapping Technique is proved to be effective in improving students' English performance specially in constructing grammatically correct sentences. Using Mind Mapping Technique to activate previous knowledge within students leads to increase the students' abilities to acquiere knowledge, comprehension, application and synthesis of the cognitive domain. Returning to the research hypotheses of the study, the statistical analysis of the data obtained from the students' performance show that there is a relatively substantial amount of achievement on the different areas of the four levels of mastery of English grammar knowledge, comprehension, application and synthesis. Moreover, the Mind Mapping Technique has made classroom more realistic and similar to everyday life as students become more active and responsible. Carefully planned lessons guarantee that students are actively involved in building their own background knowledge. The researcher observed that all students, weak or strong have participated as they reveal their abilities in using grammar by drawing what goes on in their minds on a paper which helps the researcher to edit errors and enrich the right concepts that are related to the grammar in students' minds. This positive effect obviously appeared in the case of Ahmed Abu El kass and Mohamad Abu El- beid who were weak students, they didn't use to participate in the classroom discussion and their marks were always low. However, they expressed what they already knew freely and got good marks in the post achievement test. Furthermore, students benefited a lot from this technique in that they learned many skills such as drawing, organizing, and summarizing which were necessary for them in their life. On the other side, the researcher has faced some problems during applying this experiment. One of these problems is the students' shortage of drawing experience to express

77 their background knowledge, but the researcher encourages them to draw as much as they can. Jaber Jaradat expressed that he began to like English grammar lessons after he used mind mapping because he used to keep silent in class which made him weak in English grammar. Mind Mapping helped Jaradat to express what goes on in his mind freely and that helped the teacher to correct his error easily. In short, most of the participants in the experimental group agreed that using colors, drawing and pictures have played an important role in teaching English grammar in an interesting and enjoyable way.

Recommendations: In the light of the results, the researcher will present some recommendations to curriculum designers & decision makers, and school administrations and supervisors: 1. Recommendations to Curriculum Designers & Decision Makers Based on the findings of this study, the researcher recommends that the curriculum designers and decisions makers should: - develop teacher's abilities in teaching English by holding training courses based on innovative methods such as the Mind Mapping Technique, - supplement the Palestinian curriculum with different grammar teaching strategies that tackle different aspects of English grammar, - decrease the number of the students in the classroom to enable teachers to implement modern methods of teaching such as the Mind Mapping Technique, - encourage and motivate the teachers to develop their performance, and - enrich the Teacher's knowledge with strategies (approaches, methods, techniques) that enhance and increase grammar teaching effectiveness.

78 2. Recommendations to School Administrations And Supervisors The findings of this research encourage the researcher to propose the recommendation that the school administration and supervisors should: - prepare and distribute instructional materials that increase teachers' awareness of teaching English grammar, - provide teachers with lesson plans and modern strategies for teaching different skills based on appropriate methods such as the Mind Mapping Technique, - motivate the teachers to exchange visits and hold meetings to discuss new methods of teaching English grammar, and - link their schools with local society especially universities and educational centers to acquire experiences from educational faculties to be in contact with the latest and new methods teaching English as a foreign language.

Recommendations to Teachers of English : The researcher recommended that EFL teachers should: - use the different strategies especially the consciousness- raising strategies in teaching English grammar to create an appropriate learning environment inside their classes, - take into consideration students' individual differences during teaching English grammar, - work on minimizing their students' grammar difficulties by providing them with familiar content that facilitating their mental cognitive abilities, - exchange personal experiences among teachers to select the best ways of teaching, and - update teaching methods of grammar and try to overcome the challenges and the difficulties.

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85 Siriphanich, Panatda & Laohawiriyanon, Chonlada. (2010). Using Mind Mapping Technique to Improve Reading Comprehension Ability Of Thai EFL University Students, Department of Languages and Linguistics, Faculty Of Liberal Arts Prince , Songkla University Hat Yai, Songkhla, Thailand. Soltis, Jonas F, .( 2004). Approaches To Teaching, Published By Teachers College Press, 1234 Amsterdam Avenue, New York, Ny10027, Copyright By Teachers College, Columbia University Teaching English For Palestine Curriculum. (2004). Curriculum Centre Handbook. Teaching English For Palestine Curriculum. (1999). Curriculum Centre ,teachers guide, tenth grade Thornbury, S. (1999). How To Teach Grammar. London: Longman. Ur, P. (1988).Grammar Practice Activities: A Practical Guide For Teachers. Cambridge University Press, Britain. Weqad, Hadeel.(2009). The Effectiveness Of Using Mind Maps In The Achievement of Some Subjects of Biology at The Levels of Knowledge Recall, Understand, Application, Analysis, Synthesis of First Secondary Grade Students Older (Female)In Makkah, Om Alqura University. Westwood, Peter.(2008). What Teachers Need to Know about Teaching Methods, Camberwell, Vic.: Acer Press. Whorf, B. L. (1956). Language, Thought, And Reality. Cambridge, Ma: Mit Press. Wilkins , A .( 1974 ). Second – Language Learning And Teaching ,Edward Arnold Ltd , Great Britain .Willerman , M. And Harg. R. A. M.(2006) Williams , J . D . ( 2005 ). The Teachers′ Grammar Book , Lawrence Erlbaum

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86 Windura, Sutanto. (2008). Mind Map : Langkah Demi Langkah. Jakarta: Pt. Elex Media Komputindo. Wu, C. H. (2007). "Spoken Grammaticality and EFL Teacher Candidates: Measuring The Effects of an Explicit Grammar Teaching Method on The Oral Grammatical Performance of Teacher Candidates Dissertation". Unpublished Thesis, The Ohio State University, Ohio, Usa. Yu, Sh. (2005). The Effects of Games on The Acquisition of Some Grammatical Features of L2 on Student's Motivation and on Classroom Atmosphere. Unpublished PHD Thesis, Australian Catholic University, Australia. Yule , G. ( 1996 ). The Study Of The Language ,Second Edition ,Cambridge University Press , United Kingdom . (http://en.wikipedia.org/wiki/Grammar_tenses). (http://www.englishclub.com/grammar/grammar-what.htm). http://en.wikipedia.org/wiki/Grammar http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy http://www.englishclub.com/grammar/,(1997-2013) . http://www.odu.edu/educ/llschult/blooms_taxonomy.htm http://www.pcrest.com/PC/PE/index.html. https://www.madonna.edu/pdf/admissions/outcomeblooms.pdf http://cmap.ihmc.us/docs/conceptmap.html http://www.human.cornell.edu/hd/outreach-extension/index.cfm http://WWW.Eric.Ed.Gov/. http://kaheel7.com/eng/index.php/picture-a-verse/167-the-miracle-of-the- nerve-cell http://blog.iqmatrix.com/how-to-mind-map

87 88

Appendices

89 Appendices

Appendix (1) Content Analysis Tables

Al- Azhar University-Gaza Deanship of Postgraduate Studies & scientific Research Faculty of Education Department of Curriculum &Teaching Methods Dear Mr. /Mrs......

The researcher is conducting a study entitled: “The Effect Of Using The Mind Mapping Technique On The Mastery Of Grammar Among 10th Graders In Gaza Governorates”

So as to obtain a Master Degree in Curriculum and Methodology. In order to achieve the purpose of the study, the researcher prepared the following instruments: 1. The analysis given by the Ministry of Education that appears in the student book, page 4, language column, units 6,7 and 8 the grammar in lesson four. 2. Grammar test. 3. Teacher's guide based on Mind Mapping Technique. 4. A lesson plan for the lesson 4 in units (6, 7, 8,), Worksheet & Evaluation sheets. You are kindly requested to check each instrument and write your response respectively. Your notes and response will be highly appreciated. Best wishes The researcher: Aziz El Kahlout

90 The Purpose of choosing the Analysis in student book10th grade (p: 4):

The analysis aims to explore the grammar intended to be mastered in this study.

The Sample of the Analysis:

The sample involves three units selected from the student book of the 10th grade which contains twelve units.

Unit of the Analysis:

Each unit represents a unit of the analysis.

Elements of the Analysis:

Analysis of the units depends on:

1. Identifying the grammar aspects chosen by researcher in each unit,

Unit of Registration The registration unit is the unit which contains the purpose of the analysis (aspects of grammar).

Limitation of the analysis: 1. The Analysis deals with 3 aspects of grammar assigned by the Ministry of Education to be achieved in the 10th grade English for Palestine student book 2. Analysis covers 3 subjects of grammar 3. The analysis covers 3 units of student's book where the aspects of Grammar are (comparison of adjectives, conditionals If types zero, 1, 2 and passive in simple tenses ).

91 Operational Definition of the Terms The researcher defines the terms as: The operational definition of "the Mind Mapping Technique" Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics in order to master grammar. Mastery is the degree that student achieves in the post test of experimental group according to the Mind Mapping Technique.

Grammar is what happens to words when students use (comparison of Adjectives, conditionals If zero, 1, 2 and passive voice simple tenses) in order to make correct sentences.

92 Content of analysis from student book for 10th grade includes the targeted unites 6, 7, 8 language 1colmun lesson 4 from targeted units:

This paper was reviewed by 11 English teachers in five schools, the teachers chose the levels in Bloom's Taxonomy of each question.

NO The Items of the Questions Levels

Knowledge Comprehension Application synthesis

1. Choose the correct answers e.g. √ 1. If you put a coin in the water, it …………. a-sink b- sinks c- will sink d- sank

2. Rewrite the following sentences using √ the word between brackets e.g. She plays football every day. (Passive)

3. Decide whether the following √ statements are true are false e.g.

School is visited monthly. ( )

4. Correct the underlined mistakes in the √ following statements e.g. I will give him money, if he win the match.

5. Identify whether the following √ statements are comparative (C) or superlative ( S ) :

Salem was smarter than his sister Maram. ( )

94 According to the above analysis the researcher distributed the questions in the pre-post test According to the four Bloom's Taxonomy levels as in the following table:

95 Appendix (2)

2. Grammar Test for the tenth Grade

Please, look at the test and then rate its suitability in terms of:

1. The purpose of the test ......

2. The questions (levels and types)......

3. The time of the test ......

4. The scores......

5. The layout......

6. The instructions......

7. The table of specifications......

96 Grammar Test for the tenth Grade

Dear student:

This test is designed for a specific research purpose. We guarantee that the result of the test will not affect your school scores. Thank you for your responding.

Instructions:

Please, pay attention to the following:

1. The test consists of (5) main questions comprising (30) items.

2. Read each question carefully before answering.

3. Answer all the questions.

4. Pay attention to the test time.

The researcher appreciates your cooperation and wishes you good luck.

97 A Grammar Test for the Tenth Grade

Name...... Class: 10/...... 30

Time: 45 minutes Date: / /2013

Question 1: Choose the correct answers: (10 marks)

1. Mohammed is ……than Samah. a-tall b- taller c- the tallest d- more taller

2. If you boil water, it …………into steam. a-turn b- turned c- will turn d- turns

3. Ahmed & Mohammed are the …………students in the school. a-old b-older c- most old d- oldest

4. If I slept well I …………..watch the match on T.V. a- will b-would c-should d-may

5. T.V ………… watched every day. a-was b-are c-is d-were

6. Tornadoes are …………..destructive than Hurricanes. a-more b-lesser c-the same as d-most

7. Football was…………….yesterday. a-play b-plays c-played d-playing

8. If I …………. more free time, I would like to study music. a-have b-has c-were d-had

9. Ahmed said that Fish is the …………..food for him. a-good b-better c-worse d-best

10. A letters …………..written last week. a-was b-are c-were d-is

Question 2: Rewrite the following sentences as shown between brackets:- (5marks)

1. She plays football every day. (Passive)

…………………………………………………………………………...

2. Ahmed wrote a letter to his friend last week. (Passive)

…………………………………………………………………………

3. I put a coin in the water so it sinks (If zero)

…………………………………………………………………………

4. Work hard to succeed (if 1)

…………………………………………………………………………

5. I can't buy this mobile because I don’t have enough money. (If 2)

…………………………………………………………………………

Question 3: Decide whether the following statements are correct (√) or wrong (×):

(5 Marks)

1. Huda and Salma are beautiful than Areej. ( )

2. If you train well, you will score in the match. ( )

3. School is visited monthly. ( )

4. If she go to the market, she would buy vegetables. ( )

5. Gaza gets twice times more rain than Ramallah. ( )

99 Question 4: Correct the underlined mistakes in the following statements:-

(5 Marks)

1. I will give him money, if he win the match.

……………………………………………......

2. A letter was written every day.

…………………………………………………………………………

3. If I am you, I would go to the doctor.

…………………………………………………………………………

4. Football were played last night.

…………………………………………………………………………

5. If you put wood in water, it float.

…………………………………………………………………………

Question 5: Identify whether the following statements are comparative (C) or superlative (S): (5 Marks)

1. Salem was smarter than his sister, Maram. ( )

2. Cars are the most expensive thing in my country. ( )

3. Ahmed is the best student in the classroom. ( )

4. Mona is more intelligent than Suha. ( )

5. Ahmed is my eldest brother. ( )

100 Appendix (3)

Teacher's Guide and Lesson Plan Please, check the teacher's guide and the lesson plan then you are kindly invited to Rate them in the terms of the following: 1. The clarity of instructions...... 2. Meeting the study purposes...... 3. Suitability to the students' level...... 4. The time of the sessions...... 5. The layout...... Any further comments are highly appreciated ......

101 Teacher's guide

for Teaching Grammar Lesson (4) in the units (6,7, 8,) in English for Palestine10 according to Mind Mapping Technique. Dear teachers,

It is well-known that English for Palestine 10 textbook deals with the four major language skills; listening, speaking, reading and writing. Grammar lessons are about two lessons in each unit in the student's book.

Lessons (1&2) are followed by reading and development in lesson (3) ,language 1 Grammar is in Lesson (4) while listening and speaking are in lesson (6), whereas lesson(7) is language 2 and deals with Grammar and integrated skills in lesson (8).

This study focuses on lesson (4) from the units (6,7,8). This lesson focuses on grammar& structure'. The current study introduces activities based on mind mapping technique to help the teachers teach grammar in lessons (4) per unit. These activities will encourage student-centered approach by involving the students in the tasks and discover knowledge by themselves under the guidance of the teacher.

In other words, the students build their own knowledge as learning is contextual and happens when the students learn in relationship to what they already know. If learning is related to their life and belief, the study will be interesting and understandable. At that point, learning becomes active and social as the students cannot isolate learning from their lives.

Therefore, the activities, which are prepared for the current study, will help the teacher to assist students encounter a confused situation which leads them to search for solutions after explaining and comprehending the context. This

102 means that students are going to be more responsible for their learning while the teacher is a facilitator, who creates a suitable environment for learning. The main tool in these activities is doing which helps the students to discover knowledge under the teacher's guidance.

1. The Definition of Mind Mapping : Based on the related literature, Mind Mapping' is defined as an instructional technique based on doing and problem-framing that helps student to obtain knowledge and discover relations and concepts by getting involved in the classroom interaction and the teacher helps them to be more active and more responsible for their learning. "Grammar" is defined as what happens to words when students use (Adjectives, conditional If zero, 1, 2 and passive simple tenses) in order to make correct sentences. The Teacher's Guide consists of the Following The general aims of the lessons included in the study. 1. Learning objectives of each lesson. 2. Teaching resources. 3. Activities used by the teachers to help students in learning. 4. Procedures to be followed by the teachers. 5. Worksheets & Evaluation sheets. General Aim The lesson plan and the activities aimed at helping students to master grammar in English for Palestine for the 10th graders. Specific Objectives By the end of the lessons students are expected to be able to: 1. Encode Grammar 2. Visualize Grammar 3. Put the ideas in a correct succession on mind map

103 4. draw a mind map for the lesson 5. Charge the mind map into grammar given in the lesson 6. Discharge the mind map into meaningful sentences. 7. Recall information after erasing the mind for the first time 8. Apply the mind map in other situations. 9. Synthesize the roles given in mind map for each lesson.

Teaching Grammar through mind mapping The following steps are followed to help the teachers teach grammar by using mind mapping successfully: 1. Identifying the objectives of the lesson. 2. Preparing warming-up material in a suitable way. 3. Identifying the concepts and formulating them to mind map 4. Preparing the teaching material needed for the lesson. 5. Encoding, coding and visualizing the problem and putting the information into a suitable succession on the mind map. 6. Preparing the activities, which students are going to carry out. 7. Evaluating the students' performance. 8. Directing students to employ what they have learnt in new situations.

The Teacher's intervention in the mind mapping technique could be categorized 1. Providing Data; the teacher helps students activate their prior knowledge and that helps in preparing them for the new one. 2. Problem-Framing; the teacher asks the students to choose a picture for the subject. 3. Putting the name of the lesson in the center of the image; the teacher links between the image and calls the subject in the name of the image that students chose

104 4. Analyzing data; the teacher analyzes the subject into small and related units and asks the students to participate in encoding, coding and visualizing the small units. 5. Charging the mind map; the teacher asks the students to draw the units on mind map drawn on the board by using branches that sprout from the central picture which reflects the name of the subject lesson. 6. Focusing attention; the teacher discharges one of the branches making full meaning sentences as an example of how to use encoded and visualized information on mind map. 7. Giving feedback; the teacher gives feedback about students learning by checking their sheets and rating their answers. 8. Recapping /summarizing; the teacher helps students to summarize the lesson by drawing a mind map for main points of it.

105 Class 10th………...... Date:………….../…………../2013 Session (1)

Objectives Students are expected to: 1. understand the work mechanism of their brains. 2. employ the duties of each part of the brain. 3. Draw a simple mind map 4. Encode information. 5. Visualize written information.

Key words: Brain- duties- mind map- draw-pictures-colors-words-encode-code- visual. Key structure: Central image, branches, sub branches, put the word at the end of the branch , use pictures as much as you can. Resources &: Teaching Aids Work sheets-colors-photos.

Procedures and Techniques Stage One (Warming-up& Providing Data) (5mins) - The teacher presents a photo of Gaza city showing the main places by pictures and symbols, - T asks students to talk about the main places on the map.

Stage two (Presentation) (15 mins) T makes an introduction to the mind mapping lesson by the following steps: 1. Recall the knowledge related to the maps by asking students why we use the map.

106 2. T answers the first question by explaining the importance of using maps that clarify, arrange, facilitate, save time and achieve the objectives. 3. Now the teacher uses a picture of mind showing the duties of every part of the brain, 4. T asks students about the relation between the map of Gaza which they drew in first step and the two parts of the brain e.g. (picture-language). 5. The teacher explains the relation between Gaza map in the first stage and the brain parts by showing where the elements of the map lie in the brain such as the word (Gaza) lies in the left part because this part deals with language and the pictures of the map locates in the right part of the brain because this part deals with images

Stage three (activities of the lesson) (20 mins) - T draws a star as a central image for the title the days of the week, - T asks students to sprout the days of the week as branches emerge from the central image Star (the title of the lesson) , - T asks the students to write the activity they do during the week at the branch of the day they choose and symbolize using pictures or abbreviations as much as they can. - T asks students to write & explain the relationship among the days of the week and the symbols or abbreviations they chose for each day,

Stage four (evaluating) (5 mins) Draw a mind map for days of the week using these pictures and symbols. - Vase as a central image - 7 colored flowers branches.

107 Unit six lesson (2) Language 1 comparative and superlative (1 Syllable adjectives)

Class 10th………...... Date:………….../…………../2013 Session1

Objectives Students are expected to: 1. Identify one syllable adjectives 2. Compare between two things using one syllable adjectives. 3. Make superlative between things using one syllable adjectives. Keywords

The teacher will help students in how to use the key word pictures and these pictures will be located in the mind map after each lesson. Key structure Comparative / Subject+ be + adjective-er + than + object. Superlative / Subject +be+ the- adjective-est+ object+ complement

Resources &: Teaching Aids Work sheets-colors-photos -projector - laptop

Procedures and Techniques

1st session 45minutes Stage One (Warming-up& Providing Data) (5 minis) T revises with students the key words in the previous lesson (Ss are supposed to tell the teacher some symbols that they used in drawing a mind map for the days of the week.

108 Stage two (presentation) (15minis) - T clarifies the idea of one syllable adjectives, - T draws a piece of orange as a central image for the main idea of the lesson (one syllable adjectives) - T explains for the students why we call one syllable adjectives and draw a branch that comes out from the central picture showing hand claps for one syllable adjectives. - T draws branches emerging from the central image to show a main topic related to the main idea in order to explain comparative case using one syllable adjectives. (Note: the teacher can uses any images, symbols, abbreviations or encode the meaning). - T discharges the form of one syllable adjective to a meaningful sentence as an example. - T applies the steps above to introduce the superlative case.

Stage three (activities) (15minis) 1. The students ask and answer each other questions about the symbols used in comparing between two things using one syllable adjectives. 2. T draws the images, abbreviations and their meanings and ask Ss to match them. Stage four (evaluation) (10 minis) - Students draw a mind map for one syllable adjectives comparative and superlative case. - As home work the students write the forms as full sentences. In the following Mind Mapping, pieces of orange picture has been chosen as a central image representing lesson's subject which is called one syllable adjectives. Three main branches have been sprouted from the central image to present the main related ideas with it.

109 One clap branch emerges to explain the reason of naming one syllable adjectives and at the end of the sub branches which have sprouted from One clap branch, examples of the adjectives that have One clap and called one syllable adjectives such as (tall - cute - big).

Comparative branch sprouts from the central image and symbolized with a two persons tall and short, inciting the brain to remember this operation easily. And then a Form branch emerges from comparative branch to produce sub branches for the steps of writing comparative case, and at the end of the sub branches an example is presented to give a meaningful sentence that applies the steps of the Form branch.

In the third branch a hand stretched thumb and four figures is bent into the palm image is showed to represent superlative case in one syllable adjectives, and Form branch emerges From the third branch, and sub branches sprouts from Form branch to produce the steps of writing superlative case in order to give meaningful sentence at the end the sub branches.

The researcher has put key word pictures in the lesson plane to clarify the name of these pictures and the role of them on the following mind map:

110

111 Class 10th………...... Date:………….../…………../2013 Session2

Objectives Students are expected to: 1. Identify two or more syllable adjectives 2. Two or more syllable adjectives compare between two things using two or more syllable adjectives 3. Make superlative between things using two or more syllable adjectives Keywords

Key structure Comparative / Subject+ be +more+ adjective + than + object. Superlative / Subject +be+ the- most +adjective+ object+ complement Resources &: Teaching Aids Work sheets-colors-photos -projector - laptop

Procedures and Techniques

2nd session 45minutes Stage One (Warming-up& Providing Data) (5 minis) T revises with students the key words in the previous lesson (students are supposed to tell the teacher one syllable adjectives and the symbols and pictures they use in the second session and mention the form of comparative for one syllable adjectives.

112 Stage two (presentation) (15minis) - T clarifies the idea of two or more syllable adjectives, - T presents pieces of the tomato picture as a central image for the main idea of the lesson (two or more syllable adjectives) - T explains for the students why we call two or more syllable adjectives and draw a branch that comes out from the central picture showing a hand stretched thumb and four figures is bent into the palm picture and examples of adjectives that have two or more hand claps. - T draws branches emerging from the central image to show a main topic related to the main idea in order to explain comparative case using two or more syllable adjectives .(note: the teacher can use any images, symbols, abbreviations or encode the meaning). - T discharges the form of one syllable adjective to a meaningful sentence as an example. - The teacher applies the steps above to introduce superlative case.

Stage three (activities) (15minis) 4. The students ask and answer each other questions about the symbols used in comparing between two things using two or more syllable adjectives. 5. T draws the images, abbreviations and their meanings and asks students to match them. Stage four (evaluation) (10 minis) - Students draw a mind map for two or more syllable adjectives comparative and superlative case. - As home work the students write the forms in full sentences

113

A pieces of tomato image has been used as a central image to symbolize the two syllable adjectives lesson. And three main branches have been sprouted from it to represent one clap, comparative case and superlative case branches.

One clap branch emerges to show a hand claps to explain how many syllables that the word consist of.

Like the orange map, the same branches' images of comparative and superlative have been used in order to represent comparative and superlative cases with some changes in the steps of the Form branch and examples at the end of the Form branch has been given in order to apply the steps of each case.

Two or more syllable adjective mind map as follows:

114

Unit seven lesson (3) Language 1 If conditional- Types 0 Class 10th………...... Date:………….../…………../2013 Session1 Objectives Students are expected to: 1. Know the cases of using conditional if type 0

2. Identify the tense of using conditional if type 0

3. Use conditional if type 0 in the cases (Natural facts & Habits)

4. Draw a mind map for conditional if type 0

Key words

Key structure If conditional type 0 / If + present simple, present simple

Resources &: Teaching Aids Work sheets-colors-photos laptop-blackboard

Procedures and Techniques Stage one (warming up) (5 minis) T uses a photo as a central image on the blackboard and puts the main idea inside it and asks students what is our lesson today? Stage two (presentation) (15 minis)

- T draws a board with a book as a central image carrying inside it the main idea of the lesson,

115 - T clarifies the cases of using conditional if type zero by drawing a branch putting the cases of using the type zero - T explains for the students the tense used in conditional if type zero case producing another branch from the central image. - T draws branch from the central image to show the steps of writing a full sentence using conditional if type zero. - T discharges the form conditional if type zero in order to show how to use steps in a full sentence

Stage three (activities) (15minis) 1. The students ask and answer each other questions about the symbols used in conditional if type zero. 2. Students ask each other the steps of writing a full sentence of conditional if type zero 3. T writes the numbers of steps and asks students to fill these steps to complete the full sentence. Stage four (evaluation) (10 minis) - Ss Draw a mind map for conditional if type zero. - As home work the students write forms as full sentences

With following the steps of the lesson plan of If type zero the researcher identifies a board as a central image that represents If type zero, and three main branches sprout from it. These main branches represent the Cases of using if type zero and the Tense that has been used through; finally, the Form branch that has been emerged to produce the steps of writing If conditional type zero, and at the end of these sub branches an example of a meaningful sentence is produced.

116 The mind map of conditional if type zero as follows:

117 Unit seven lesson (3) Language 1 If conditional- Types 1 Class 10th………...... Date:………….../…………../2013 Session2 Objectives Students are expected to: 5. Know the cases of using conditional if type 1

6. Identify the tense of using conditional if type 1

7. Use conditional if type 1 in the cases ( threat, warning and possibility)

8. Draw a mind map for conditional if type 1

Key words

Key structure If conditional type 1 / If + present simple, will (may, can) + info.

Resources &: Teaching Aids Work sheets-colors-photos -projector – laptop-blackboard

Procedures and Techniques Stage one (warming up) (5 minis) T asks students about the cases, tense and the form of conditional if type one with writing a full sentence for it.

118 Stage two (presentation) (15 minis) - T draws a sun as a central image carrying inside it the main idea of the lesson, - T clarifies the cases of using conditional if type 1 by drawing a branch putting the cases of using the type one - T explains for the students the tense used in conditional if type one case producing another branch from the central image. - T draws branch from the central image to show the steps of writing a full sentence using conditional if type one. - T discharges the form of conditional if type one in order to show how to use steps in a full sentence Stage three (activities) (15minis) 4. The students ask and answer each other questions about the symbols used in conditional if type one a. what dose the tree picture in the map mean? b. What does the sun picture in the map mean? 5. Students ask each other the steps of writing a full sentence of conditional if type one. a. How many steps do we have in the Form branch? b. Mention the steps and put them in a full sentence. 6. T writes the numbers of steps and asks SS to fill these steps to complete the full sentence. Stage four (evaluation) (10 minis) - Students draw a mind map for conditional if type one. - As home work the students write the form as full sentences

The researcher in the following mind map chooses a Sun to represent If conditional type 1 as the central idea and sprouts three main branches to identify the Cases branch , the Tense used in this type, and the Form branch which represents the steps of writing If conditional type one.

119 At the end of the sub branches, which are sprouted from the Form branch, an example is produced to explain how to write a meaningful sentence.

The mind map of conditional if type 1 expected to be as follows:

120 Unit seven lesson (4) Language conditional if - Types 2 Class 10th………...... Date:………….../…………../2013 Session3 Objectives Students are expected to: 9. Know the cases of using conditional if type 2

10. Identify the tense of using conditional if type 2

11. Use conditional if type 2 in the cases (improbable, advice and imagination)

12. Draw a mind map for conditional if type 2

Key words

Key structure If conditional type 2 / If + past simple + complement, would / could + inf

Resources &: Teaching Aids Work sheets - colors-photos - laptop- blackboard Procedures and Techniques Stage one (warming up) (5 minis) T asks students about the cases, tense and the form of conditional if type one with writing a full sentence.

Stage two (presentation) (15 minis) - T draws a car as a central image carrying inside it the main idea of the lesson,

121 - T clarifies the cases of using conditional if type 2 by drawing a branch putting the cases of using the type two - T explains for the students the tense used in conditional if type 2 case by producing another branch from the central image. - T draws branch from the central image to show the steps of writing a full sentence using conditional if type 2. - T discharges the form conditional if type two in order to show how to use steps in a full sentence

Stage three (activities) (15minis) 1. The students ask and answer each other questions about the symbols and branches used in conditional if type two. a. How many branches do we sprout from the central image? Mention them. b. What are the cases do we use in if conditional type two? c. What does the tense you use in if conditional type two? d. How many steps do we use in the Form branch? 2. Students ask each other the steps of writing a full sentence of conditional if type 2 3. T writes the numbers of steps and asks SS to fill these steps to complete the full sentence.

Stage four (evaluation) (10 minis) - Students draw a mind map for conditional if type two. - As a home work the students write the form as full sentences

In the following mind map the researcher follows the same steps of writing if conditional type zero and type one taking in a count the tense that has used to apply this type.

122 The mind map of conditional if type 2 expected to be as follows:

123 Unit six lesson (4) Language passive in present simple Class 10th………...... Date:………….../…………../2013 Session1 Objectives Students are expected to: 1. Identify present simple verbs (be) and use them in the passive voice.

2. Draw a mind map for passive voice in present simple tens.

Key words

Key structure Subject + be+ pp+ complement. Resources &: Teaching Aids Work sheets - colors-photos - laptop- blackboard Stage two (presentation) (15 minis) - T presents a flower picture on blackboard representing a passive as the main idea of the lesson, - T emerges main branches from the main idea introducing the topics as tense ,cases, forms and active - T draw sub branches from each topic and writes the information related to it. - T explains when we use passive, - T presents the present tense and how to convert it into the passive, - T exposes the steps of making the present simple passive as follows: o Identify the object and put it at the first of the sentence o Use the suitable verb to be that reflects the tense of the sentence.

124 o Change the verb in the sentence into past participle o Complete the sentence with the supplement. - T writes a full sentence following the steps on present simple passive, Stage three (activities) (15minis) - After erasing the information from the board T asks students to draw the main picture for the lesson on their sheets, - T tells students to emerge the main topics branches from the main idea, - Students write the information on sub branches , - Students work in pairs asking each other about the steps of present simple passive, and the symbols used in the mind map of present simple passive. Stage four (evaluation) (10 minis) T asks students to apply the steps of present simple passive in a new full sentence Flower is used as central image to represent the title of lesson's subject (present simple passive), and the researcher sprouts four main branches, first branch to show active in present simple and second branch is the Cases of using passive and two sub branches are sprouted to identify the cases of using passive (unknown subject and important object), after revealing the cases the researcher sprouts the Tense branch to clarify what is the verb to be that the students are going to choose in present tens and the researcher uses the Tree picture to represent the pronouns (they, we and you), and the Candle picture to represent (he she and it). The third main branch represents the Form of present simple passive and this branch sprouts sub branches to explain the steps of changing the case from active to passive in present simple tense and at the end of the Form branch an example is given to apply the steps in a meaningful sentence.

125 Present simple passive mind map expected to be as follows :

126 Unit six lesson (4) Language passive in past simple Class 10th………...... Date:………….../…………../2013 Session2 Objectives Students are expected to: 3. Identify the past simple verbs (be) and use them in the passive voice.

4. Draw a mind map for passive voice in past simple tense.

Key words

Key structure Subject + be+ pp+ complement.

Resources &: Teaching Aids Work sheets - colors-photos - laptop- blackboard

Stage two (presentation) (15 minis) - T presents a mosque picture on blackboard representing passive as the main idea of the lesson, - T sprouts main branches from the main idea introducing the topics as tense ,cases, steps and when SS use passive, - T draws sub branches from each topic and writes the information related to it. - T explains when we use passive, - T presents the simple past tense and how to represent it in the passive, - T exposes the steps of making the past simple passive - T writes a full sentence following the steps in past simple passive,

127 Stage three (activities) (15minis) - After erasing the information from the board T asks SS to draw the main picture for the lesson on their sheets, - T tells SS to sprout main branches from the main idea caring main topics - SS write the information on sub branches , - SS work pairs asking each other the steps of present simple passive, and the symbols used in the mind map of past simple passive.

Stage four (evaluation) (10 minis) - T asks students to implement the steps of past simple passive in a new full sentence. - As home work teacher asks SS to combine present & past passive The researcher identifies a mosque as a central image to represent the title of lesson's ( past simple passive) and uses the same three main branches which is used in present simple passive taking in his a count changing the tense in past simple tense.

128 Present simple passive mind map expected to be as follows:

129 Appendix (4)

Permission & Testimony

Appendix (4)

130 Appendix (5)

Self- Reflection

Teacher Self-Reflection Checklist

After carrying out the experiment which is the tool of the study entitled "The Effect of Using the Mind Mapping Technique on the Mastery of Grammar among 10th Graders in Gaza Governorates" my evaluation to the experiment according to the following scale:

No Items Yes No

1. Were the objectives of the experiment √ achieved?

2. Was the time allowed for the activities √ enough?

3. Were the students involved sufficiently in pairs √ and groups?

4. Were the activities suitable for mind mapping √ learning?

5. Was the drawing maps suitable to the stages of √ the lesson plan?

6. Was the mind mapping learning enjoyable for √ the students?

131 Appendix (6)

Referee Committee

No Name Qualification Institute 1. Dr. Basel Skiek Ph.D In Methodology Al- Azhar University 2. Dr. Abedelsalam Nassar Ph.D In Methodology Al Quds Open University

3. Dr. Imad Elkahlout Ph.D In Methodology Al Quds Open University

4. Dr. Abedelkreem Lobad Ph.D in Methodology Al- Azhar Universit

5. Mr. Jehad Almusalami M.ed in Methodology Al Quds Open University

6. Mr. Nashat Almasri M.ed in Methodology Al Quds Open University

7. Mr. Akram Abu Hamam M.ed in Methodology Al- Azhar University

8. Mrs. Yosra El-Kahlout M.ed in Methodology Supervisor of E. North Gaza

132 Appendix (7)

Some Pictures Shows Side of Application

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