USING MIND MAPS AND DIAGRAMS TO TEACH VOCABULARY FOR FIRST YEAR MAINSTREAM STUDENTS, FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

Abstract

Learning vocabulary is an emphasis at the Faculty of English Language Teacher Education where it is always mentioned in the objectives of the four skills (Speaking, Listening, Reading and Writing). In order to bring mind mapping and diagrammatic techniques into practice popularly at Division I, the study first intended to find out the current application of the techniques to teach vocabulary for first year mainstream English majors. Secondly, it aimed at figuring out whether the techniques work to teach vocabulary at Division I. The study began with the literature review on vocabulary teaching and the application of mind maps and diagrams in teaching vocabulary. Then the paper-based questionnaires were delivered to students to explore the situation of the research problem. After that, the true-experimental method was applied in data collection procedures to fulfill the second aim of the research. The findings of the study indicated that mind maps and diagrams were applicable and effective to teach vocabulary at Division I. Therefore, the techniques were suggested to be exploited more in the context of teaching vocabulary for first year students.