Research proposal : The use of mind map in writing literary essays
- 1. RESEARCH PROPOSAL The Use of Mind Map in Writing Literary Essays HAZILAWATI BINTI TAMBY ABDULLAH
- 2. PROBLEM STATEMENT • English literature acts as a medium of enhancing critical thinking skills and developing independent readers. Learners of literature component should be able to give critical responses and multiple interpretations to the literary text learnt. • Teachers play an important role to ensure that students are capable of giving their personal responses to the literary texts. This is mentioned specifically by the Malaysian Examination Syndicate (2002) that urge students to be well-equipped with the necessary skill.
- 3. • However, according to Rajaram (2008), after almost a decade of studying literature texts, ‘learners have not adequately acquired a critical approach towards texts and their interpretations are not independent enough’. Students are not able to express their opinions and give critical response when ask to write a response to literature work. • In 2010, it was reported that SPM candidates, on the whole, did not do well in the last question in Paper 1119/2 which required students to respond to the question based on the novel they had studied. According to the Malaysian Examination Syndicate in its ‘Kupasan Mutu Jawapan SPM 2010’, candidates showed weaknesses in responding to the task given and there were instances of mere narration of the novel read.
- 4. • ‘Some responses were too shallow, lacking textual evidence and development. Weaker candidates just wrote something about the novel, usually narrating events in the novel without addressing the task. The responses lacked textual evidence to support the viewpoint. Some responses lacked development’. (Kupasan Mutu Jawapan SPM 2010)
- 5. Research Objectives • To study the effectiveness of using mind map to help upper secondary students to write literary essays. • To identify the effectiveness of using mind map in terms of ability of organising ideas.
- 6. Research Questions • Is there any difference in the gain score of the experimental group and control group in writing the literary essay? • Does the students able to plan and organize their ideas while writing literary essays when mind map is used?
- 7. Research Design and Methodology • The design of this research is experimental research • Consists of qualitative and quantitative approach • Qualitative research method is used to gather students’ perceptions in the use of mind map • Quantitative research method is used to gather data that will be integrated in numbers and percentages • Pre-test & Post-test are used to compare students’ scores
- 8. Population and sampling • Sampling • All form 5 students (513 students) from SMK Bandar Baru Sungai Buloh • Population • Involved 90 Form 5 students • Students are of the same streaming level • Intermediate level of proficiency
- 9. Instrumentation • Instruments that will be used to identify the research questions are:- Pre-test Post test Questionnaire
- 10. Research Procedure NO RESEARCH ACTIVITIES ESTIMATED DURATION 1 Pre-test : Students write a literary essay before the treatment 1 week 2 Marking the literary essay and collecting the data 3 weeks 3 Treatment stage: Training the students on using mind map to answer literary essay 8 weeks 4 Post-test: Students write a literary essay after the treatment stage 1 week 5 Marking the literary essays and collecting the data 3 weeks 6 Conduct questionnaire 1 week 7 Analysis of data 4 weeks 8 Writing of report 5 weeks 9 Refining report 3 weeks TOTAL NUMBER OF WEEKS 29 weeks