UNIVERSITI KEBANGSAAN MALAYSIA

GGGB6012 – ACADEMIC WRITING 1

NAMA : HAMIZATUL HAMIZA BINTI ZAINON P99336

SITI RAFIDAH BINTI KAMSIN P99385
NOOR SYAHIRA BINTI NOOR MAYADI P99368
AUNI NAJWA BINTI AZMAN P99312

PENSYARAH : DR. MASLAWATI BINTI MOHAMAD

CONCEPT PAPER

USING MNEMONICS TO IMPROVE ESL LOWER PRIMARY STUDENTS’

VOCABULARY
 ABSTRACT

Many studies have been conducted in relation to the effectiveness and usefulness of mnemonics
to improve vocabulary especially for English second language learners. It is important to the
learners to acquire the vocabulary efficiently in order to be proficient in the language. This paper
aims to identify the effectiveness of using mnemonics in learning vocabulary and how
mnemonics associate to vocabulary learning. The conclusion of the paper is that, there is
significant effect of using mnemonics in motivating ESL lower primary students to develop,
memorize and retain vocabulary. The above benefits notwithstanding, are still having problems
in memorizing and retaining the vocabulary that they have learnt. During the learning process,
students struggle and find it difficult to memorize vocabulary that will be retained and retrieved
for a longer period. However, good and systematic use of mnemonics is going to be one of the
solutions to which can improve the learners’ vocabulary and becomes essential for teaching and
learning alternative technique.

Keywords: Mnemonics, Vocabulary, English Second Language

 CHAPTER 1: INTRODUCTION

1.1. Background of the Study

Mnemonics is an instructional strategy designed to help students improve their memory of

important information. This technique connects new learning to prior knowledge through the use
of visual and/or acoustic cues. Nowadays there are a lot of various techniques and methods that
can be applied and practiced in second language learning. However, not all of these learning
techniques enable learners to memorize and retain language items, especially vocabulary as
mastering vocabulary is not just important, but crucial in second language learning. Tourists can
often be seen to travel with a dictionary, not a grammar book. The point proves that without
vocabulary, nothing can be conveyed. Most teachers state that vocabulary is a key to the content
and therefore students are often given tasks which they have to memorize words and their scope
of use (Anel Ilyassova & Yusuf Yaylaci, 2011).

1.1.1 History of Mnemonics

Mnemonics play a central role in learning a second/foreign language. Since the ancient time of
Greece and Rome, mnemonics have been used to make learning a foreign word easier by
preparing vivid pictures for ideas (Sasan Baleghizadeh & Arezoo Ashoori, 2010). For many
centuries, there have been great emphases on working with images and mnemonics to facilitate
language learning. Imagery and mnemonic strategies have received attention for more than 2000
years (Yates, 1966).

Holly M. White (2014) in her article entitled A Brief History of Mnemonics mentioned in the part
of the beginning of mnemonics stated that; it was at this time that memory aids began to find
their way into the classrooms of younger students. In the 1500s it was common for mnemonic
aids to be used for learning grammar and more complex ideas, such as the alphabet (Pattern,
1990). Next, Holly M. White via her article also stated that, in the Middle Ages, improving one’s
memory was a way of improving one’s own moral fibre (Packard &Chen, 2005). While the art of
memory had been adapted and modified from the process brought forth by Simonides, almost
2,000 years earlier, it had not undergone a drastic reformation and in fact remained quite similar
(Pattern, 1990). Following the Middle Ages and until the 19th century, the use of memory aids,
though adapted by some, was virtually forgotten by academia. This is largely due to the
reformation (Packard & Chen, 2005). She added that, this was a period of time where rote
memorization gave way to internal reflection.

Despite the outdated researches on mnemonics, it is still relevant to conduct the research on it
and the effectiveness of using it to improve vocabulary among ESL learners.

1.1.2 Types of Mnemonics

Dennis Congos (2006) from University of Central Florida stated in his article, there are 9 types
of mnemonics:
1. Musical
2. Name
3. Expression/Word/Letter
4. Model
5. Ode/Rhyme
6. Note Organization
7. Image/Pictorial
8. Connection
9. Spelling Mnemonics

Many types of mnemonics exist and which type works best is limited only by the imagination of
each individual learner. For this study, three types of mnemonics have been chosen which
musical, pictorial are, and letter and word mnemonics.

1.2. Problem Statement

Students in Malaysia have at least 11 years of formal English Language education in public
schools. In schools, they should learn the four different language skills which are writing,
listening, reading and speaking. However, in order to master these four skills, they need to have
good vocabulary mastery. According to Harji, M.B. et al 2015, vocabulary is a fundamental
requirement of language acquisition, and its competence enables independent reading and
effective language acquisition. Learning, memorizing, and remembering vocabularies are
essential because using appropriate vocabulary assist individuals express themselves clearly
(Bahrami, Z.N. et al 2019). However, most of the students are still having problems in
memorizing and retaining the vocabulary that they have learnt. In this research, we will try to
find out if mnemonics can help ESL lower primary school students to memorize and retain the
vocabulary that they have learnt and overcome the problem of having limited amount of
vocabulary among ESL Lower Primary Students in Malaysia.

1.3 Research Purpose

The research purpose of this paper is to identify the effectiveness of using mnemonics in learning
vocabulary.

1.4 Research Objectives

1. To identify the effect using mnemonics in motivating ESL lower primary students to
memorize and retain vocabulary.
2. To identify the effects of using mnemonics in improving ESL lower primary school
students

1.5 Research Questions

1. What is the effect of using mnemonics in motivating ESL lower primary students to
memorize and retain the vocabulary?
2. What are the effects of using mnemonics in improving ESL lower primary school
students’ vocabulary?

1.6 Operational Definition

1.6.1 Vocabulary
Vocabulary can be defined as the words of a language involving single items and phrases
or chucks of several words which provide a particular meaning. English vocabulary
consists of three main aspects which are form, meaning and use. (Phisutthangkoon, K.
and Panich, M. 2016). Vocabulary deals with words and meaning, while mastery means
the comprehensive knowledge. In this study, vocabulary refers to the ability of the
students to memorize and retain the vocabulary that they have learnt.

1.6.2 English Second Language

English as a Second Language (ESL or TESL) is a traditional term for the use or study of
the English language by non-native speakers in an English-speaking
environment (Nordquist, R. 2018).
 CHAPTER 2: LITERATURE REVIEW

2.1 Introduction to Mnemonics

Vocabulary is an integral part to learning a new language as meanings of words provide the
essence of the language. Famous linguist David Wilkins once wrote that “without grammar little
can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972). To enhance
students’ ability in remembering or acquiring new words, vocabulary learning strategies should
be taught (Sagarra & Alba, 2006). The purpose of vocabulary learning and teaching is to transfer
the lexical information from the short term memory to the long term memory. To transfer the
vocabulary items from short term to long term memory and create a strong connection there is by
finding some elements in the mental lexicon to attach the new lexical item to (Schmitt, 2000).
Mnemonic is a memory enhancing instructional strategy that involves teaching students to link
new information taught to information they already know.

According to Solso (1995), mnemonics are techniques or devices, either verbal or visual in
nature, that serves to improve the storage of new information, and the recall of information
contained in memory. Mnemonics have been proven to be extremely effective in helping people
remember things (Mastropieri & Scruggs, 1989). When material is presented in a way which fits
in or relates meaningfully to what is already known, it will be retained for relatively long periods
of time and therefore retrieval through verbal or visual clues becomes quite easy. In other words,
by using mnemonic strategies, teachers can relate new information to information students
already have stored in their long-term memory. Mnemonics are found to be more useful for low
level students because they are involved mostly in activities requiring them to remember and
recall information (Levin, 1993).

Many studies have agreed that the mnemonic method is great for vocabulary learning compared
to other traditional methods like the contextual method (Thompson, 1987). Lorayne and Lucas
(1974) claimed that occasionally refreshing the image by retrieving it helps reinforcing the
memory such that it can be recalled for as long as necessary. Scruggs and Mastropieri (2000)
stated that the reason comprehension scores are higher for students by using mnemonic strategies
is that the strategies improve their ability to remember the factual information required to answer
comprehension question.
2.2 Studies on application of mnemonics

In 2009, Benge and Robbins carried out a research on the effect of mnemonic to their students to
close the performance gap between the students who are able readers and students who are
struggling readers in learning the English vocabulary. The students were tested if they can recall
the English vocabulary that they have learned so far with and without the picture review
provided. The result is remarkable as the average retention rate of the students increased from
73.6% to 82.5% after they were provided with the fifteen-minute review from the pictures for
each word. It is believed that a strong link can be developed with the help of mnemonic or the
keyword method between the new vocabulary items. It means that it enables learners to retrieve
the appropriate word better at the right moment. According to the research by Sarcoban and
Basibek (2012), mnemonic methods specifically promote vocabulary retention of the elementary
level of EFL. Thus, they concluded that mnemonic techniques are suitable in leading the memory
to longer term retention of the vocabulary items of elementary and true beginner language
learners.

A study was conducted by Mohd Nazri Latif et. al on 2016 to identify the impacts of mnemonics
of English vocabulary of a group of 33 primary school students. Some of the positive effects are
developing a firm link between the new vocabulary item and its meaning, expanding the
vocabulary of a speaker, increasing the performance of a student and many more. Another
research by Mansoor Tavakoli and Elham Gerami (2013) investigates how the two different
mnemonic non-verbal approaches (the keyword method and Pictorial method) to teaching lexical
items affect learning and retention of vocabulary items. Researchers discovered that the
participants who used the keyword method could store and retain vocabulary items in their long-
term memory better than those who used the pictorial method. Orla C Hayes (2009) studied the
use of melodic and rhythmic mnemonics to improve memory and recall in elementary students in
the content areas. Findings indicated that using rhythmic and musical mnemonics in any
classroom provides an attractive and innovative alternative instructional and learning strategy.
Based on the literatures compiled, it is evident that mnemonics in many ways have been effective
in vocabulary learning and teaching.
 CHAPTER 3: METHODOLOGY

3.1 Research Design

This study will be conducted using a quasi-experimental design. It will be a mixed-method

research to study the use of mnemonics to improve ESL lower primary students’ vocabulary.

3.2 Research Participants

The research participants will consists of Year 3 students in a primary school in Selangor. All of
the students will be at the age of 9 years old. This school is located in a sub urban area whereby
the students are from lower intermediate and lower proficiency level. However, there are some
students who are in the intermediate level of proficiency. There will be 40 participants from the
same class involved where 10 of them are chosen using purposive sampling to be in the
experimental group. Meanwhile, the other 30 participants will be the control group. The ten
students involved in this study were chosen based on their result in a test conducted to test their
vocabulary.

3.3 Research Instruments

The data collection will be completed using a vocabulary test, and a pre- and post-test. A class of
40 students will be tested in a vocabulary test. The words in the vocabulary test will be selected
from the syllabus i.e. Year 3 English textbooks based on the Dokumen Standard Kurikulum dan
Pentaksiran. The pre-test and post-test will be conducted before and after the intervention was
conducted.

The qualitative data will be acquired using the interview method. The participants will be
interviewed after the post-test. The interview method that will be used is semi-structured
interview. Semi-structured interview is used for this research to gain an objective view from the
participants about ‘mnemonics’ and their relative perceptions towards the use of it in developing
vocabulary.
3.4 Data Analysis
In order to identify the improvements made by the participants after using mnemonics, the score
of the pre-test and post-test will be compared. This will involve both experimental and control
group. Besides that, the interviews were audio-recorded and documented in the form of interview
transcripts. The interview transcripts will be analysed to search for codes or key words which
later would be associated to one theme.

3.5 Conceptual Framework

Figure 1.0 Conceptual Framework

3.6 Research Variables and Operational Definitions

There are two types of variables involved in this study. The first is the independent variable
(IV) which refers to the variable manipulated or changed by the researcher, in this study,
referring to the type of mnemonics chosen; musical, pictorial and letter and words. Secondly is
the dependent variable (DV) or the outcome variable, which refers to the one the researcher is
attempting to predict or explain. Referring to this study is students’ improved vocabulary level
in English Language.
How a variable is measured also refers to as the Operational Definitions. In a research
study, it is a crucial step to identify and define the variables as it will affect the validity and
reliability of the research.
Table 1.0 Operational Definition of Research Variables
Type of Variable Operational Definitions Indicators
Variable
Independent Mnemonic 1. Students are divided Findings from the
Variable (IV) device: into groups. task after each
i. Musical 2. A task on the targeted session.
ii. Pictorial vocabulary items using
iii. Letter and each mnemonic device is
words carried out and
completed after each
lesson.

Dependent Students’ level of Students’ vocabulary Findings from the

Variable (DV) vocabulary level after each lesson. task completed
after each lesson.

3.7 Language learning theories related to Mnemonics

A mnemonic device is any learning technique that helps to remember information by

connecting it to something more meaningful or structured. Mnemonics strategies have been
recommended as appropriate for remembering various information such as shopping list, facts
and ideas. It is in accordance with Howard Gardner’s Theory of Multiple Intelligences.
According to him, everyone has different kinds of intelligences. The intelligences relate to a
person’s unique aptitude set of capabilities and the ways they might prefer to demonstrate
intellectual abilities. The eight identified intelligences include linguistic intelligence, logical-
mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinaesthetic
intelligence, naturalistic intelligence, interpersonal intelligence and intrapersonal intelligence.
(Gardner, H. 2011).

Another learning theory underpinning Mnemonics is Cognitivist Theory. Cognitivist Theory

is a learning theory that focuses on the processes involved in learning rather than on the observed
behaviour. (https://www.myenglishpages.com/blog/description-of-cognitivism). It focuses more
on the internal processes and connections that take place during learning. The learner is viewed
as an information processor.
 Furthermore, there are numerous learning strategies related to vocabulary learning.
According to Afsha, M. (2016), vocabulary learning strategies are the tools utilized in the task of
learning vocabulary in the target language. Some deliberate learning strategies such as learning
using word cards, guessing from contexts, using word parts, using mnemonic techniques and
making use of dictionaries are practised in vocabulary learning. He concluded that there are
different kinds of strategies and they differ from person to person. Strategies assist language
learners as well as language teachers. It is essential for teachers to be aware of different
strategies employed by individual learners.
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