The Effects of Bubble Map and Tree Map Method in CEFR Reading Comprehension

Abstract

The effective method of teaching CEFR reading comprehension makes students to have better exposure and gain confidence in Malaysian secondary schools. The ultimate goal of this study is to investigate whether the use of Bubble Map and Tree Map methods enhances students’ learning of Multiple-Choice Questions (MCQ) in the CEFR reading comprehension. This quantitative study employed a quasi-experimental design. The sample of this study consisted of 105 Form One students (13 years old) from three different schools (school A, B and C) from Petaling Jaya, Selangor. The sample were chosen as intact groups. The Experimental Group 1 (EG1) from school A was taught using Bubble Map, Experimental Group 2 (EG2) from school B was taught using Tree Map and the Control Group (CG) from school C was taught using conventional method. The pre-test and post-test were used as instruments to collect the data for this study. The quantitative data was analyzed using SPSS program for Windows version 26. The MANCOVA test and Tukey HSD were used to analyze the data. The findings demonstrated that EG1 (using Bubble Map) significantly outperformed EG2 and CG in their CEFR reading comprehension. The results also indicated that EG2 (using Tree Map) performed significantly better than CG (using conventional method). This study has essential pedagogical implication because the Bubble Map and Tree Map methods had positive effects in enhancing students’ CEFR reading comprehension. As such, teachers can use Bubble Map and Tree Map methods as an alternative method to teach CEFR reading comprehension in the ESL classroom.