Semantic Mapping Strategy Research Articles

The Effect of Semantic Mapping Strategy on EFL Preparatory School Students' Higher Thinking Skills

Literary text usually begins with a writer’s need to convey his or her personal vision to reader. Even when a writer uses factual material, historical documents newspaper stories, personal experience his or her primary purpose is not just to convey information but to give a unique view of experience, one that has significance beyond the moment. Literature is the news that stays news. To convey his or her view of experience, invents characters, and creates dialogue. In order to solve this problem, the teacher should have creative activity, and semantic mapping strategy can be an alternative way as a learning and make students enjoy and easy to write. The present study aims at; 1) finding out whether there is any significant difference between students' achievement at the recognition level on one hand, and their achievement at the production level, on the other hand. 2) Finding out EFL preparatory school students' ability to identify figurative language, recognize and be aware of other cultures, and higher thinking skills. A sample of (60) students has been randomly selected from Iraqi EFL fourth year preparatory school students who study ‘Literature Focus’ at Al-Manahil school for boys in the city of Tikrit during the academic year 2023/2024. The sample represents (25.60%) percent of its original population and is divided into two equal groups, i.e. the experimental and control groups. Both groups have been equalized in their age, the parents’ educational attainments, and their scores in English language subjects in the previous year of the academic year (2022-2023). An achievement test of six question is constructed, validated, its reliability is obtained, it is items have been analysed and then applied to the two involved groups of the study. The results show that SMS is more effective than using the conventional method for organizing, clarifying, or simplifying complex information.

The Effect Of Using Semantic Mapping Strategy Toward Students Vocabulary Mastery At 8th Grade At Boarding School Jama’atul Mualimin

This research was done to find out the effect of using semantic mapping toward students vocabulary mastery. It has been done at boarding school Jama‟atul Mualimin. Most of students still have limited vocabulary. The students were difficult remember vocabulary that they have learned, they cannot use correct vocabulary in sentences and the student were not interested in the classroom. In this research, the researcher used pre- experimental research with one group pretest and post-test design. The population of this research was the 8th grade students at boarding school Jama‟atul Mualimin which consisted of one class. The sample was taken by total sampling because the school just had one class. The sample of this research was the students of 8th grade which consisted of 19 students. The result of the research indicated the score of the student‟s posttest is higher than the score of pretest. The mean score of pretest is 47,31, where the mean score of students posttest is 88,26. It means that semantic mapping gave contribution toward student‟s vocabulary mastery. In addition to test the hypothesis, the t-obtained 18,17 while t-table on = 0,05 is 1.734. It means that the t-obtained is higher than t-table. In other words, the (Ha) was accepted and Ho was rejected. Which stated there was significant effect of using semantic mapping strategy at 8th grade at boarding school Jama‟atul Mualimin. It can be concluded that, using semantic mapping strategy gave significant effect of using semantic mapping strategy toward students vocabulary mastery.

Super-resolved q-space learning of diffusion MRI.

Diffusion magnetic resonance imaging (dMRI) provides a powerful tool to non-invasively investigate neural structures in the living human brain. Nevertheless, its reconstruction performance on neural structures relies on the number of diffusion gradients in the q-space. High-angular (HA) dMRI requires a long scan time, limiting its use in clinical practice, whereas directly reducing the number of diffusion gradients would lead to the underestimation of neuralstructures. We propose a deep compressive sensing-based q-space learning (DCS-qL) approach to estimate HA dMRI from low-angulardMRI. In DCS-qL, we design the deep network architecture by unfolding the proximal gradient descent procedure that addresses the compressive sense problem. In addition, we exploit a lifting scheme to design a network structure with reversible transform properties. For implementation, we apply a self-supervised regression to enhance the signal-to-noise ratio of diffusion data. Then, we utilize a semantic information-guided patch-based mapping strategy for feature extraction, which introduces multiple network branches to handle patches with different tissuelabels. Experimental results show that the proposed approach can yield a promising performance on the tasks of reconstructed HA dMRI images, microstructural indices of neurite orientation dispersion and density imaging, fiber orientation distribution, and fiber bundleestimation. The proposed method achieves more accurate neural structures than competingapproaches.

The Effectiveness of Using Semantic Mapping Strategy in Teaching Reading Comprehension of Narrative Text

This research was aimed to investigate the effectiveness of using semantic mapping strategy in teaching reading comprehension of narrative text and the significant difference on reading comprehension of narrative text between two groups: who were taught using semantic mapping strategy and those who were taught using quick reading method. The design of this study was experimental study. The population of this study was the eighth grade students of SMP 3 Bonai Darusalam in the academic year of 2023. The number of the subjects was 60 students. The data were obtained by administering reading test to the VIII B as control group and VIII C as experimental group. The research was started by giving pre-test, treatments, and post-test to both experimental and control groups. The data of the test were analyzed by using t-test formula to know the difference of the students’ comprehension in reading narrative text between two groups. In the pre-test, the average score of the experimental group was 51.2667 and the control group was 64. The average score of post-test of the experimental group was 76. 0667 while the control one was 70.6667. The result of the t-test of mean difference was 8.939 and t-table was 2.00. It means that t-value is higher than t-table (8.939>2.00). The calculation revealed that the hypothesis about a significant difference on reading comprehension between students who were taught narrative text by using semantic mapping strategy and those who are taught by using quick reading method was accepted. Based on the research conducted, it was proved that the use of semantic mapping strategy is effective as a strategy to improve teaching reading achievement of narrative text to the eighth year students of SMP 3 Bonai Darusalam.

SEMANTIC MAPPING STRATEGY FOR STUDENTS WRITING SKILL

Writing became difficult for the 8th grade students at SMP Syekh-Yusuf Tangerang in achieving minimum criteria (KKM). It seemed that the teacher should overcome the problems. Semantic mapping strategy provides a good way to make students more active in practicing their skill in writing descriptive text. The aim of this study is to know the effect of semantic mapping strategy in improving students’ writing skill on descriptive text. Quantitative method with pre-experimental design was applied in this study. The total participants were 30 students from 8th grade. Based on the Wilcoxon Signed Rank calculation, the result showed that the sig value of pre-test and post-test was 0.000 which is less than 0.05 (0.000 < 0.05). So, there is a significant effect of the use of semantic mapping strategy in improving students’ writing skill on descriptive text for the 8th grade students at SMP Syekh-Yusuf Tangerang. Keywords: quantitative method, semantic mapping strategy, writing skill

Improving Students’ Writing Ability by Application of Semantic Mapping Strategy at SMA Muhammadiah

Writing skill is one of the most important skills in English to communicate information or something through media like paper, email, book, etc. Excellent writing skill allows the students to express their opinions, thoughts, and imagination. The result is to make the readers understand and attract to their writing. Writing activities make every writer think, learn and communicate in the media. Unfortunately, most of the students face difficulty and stagnant in writing. They need some strategies to help them in improving their writing skill. Semantic mapping is one of the effective ways for improving writing ability. It helps students to get an idea and improve it into sentences and paragraphs. This study described the use of semantic mapping in teaching writing skills. This study is aimed to improve student's language skills, especially writing based on their literacy level. It also applied semantic mapping in the joint construction of the text. Students were asked to write the report after they created a semantic mapping of their idea and group. The method of this study was action research which had four steps. The steps were planning, acting, observing, and reflecting. The data was collected from the cognitive test, observation checklist, questionnaire, and interview. The purpose of the research is to know whether using a semantic mapping strategy can improve the students’ writing skills. This study is a classroom action research and It focuses on how students respond to semantic mapping strategy in English writing skills. The instrument of this study is using a questionnaire which is distributed to the students of the academic year 2021/2022 that consisted of 30 students in XII grade, 17 females and 13 males. The result of this study was 90,33 % of students got easier in learning writing tasks and 26,33% had great enthusiasm to master writing skills by using semantic mapping strategy.

THE REALIZATION OF SEMANTIC MAPPING STRATEGY IN READING OF ENGLISH FOR FOREIGN LANGUAGE CLASS IN SMK BARDAN WASALAMAN BATANG

The purpose of this study is to gain a better understanding of the effectiveness of Semantic Mapping strategies in teaching reading comprehension in second grade students of SMK Bardan Wasalaman Batang. The research question is whether Semantic Mapping strategies are effective in Reading of English for Foreign language Class. Forty-two eleventh grade of in SMK Bardan Wasalaman Batang was chosen as a subject and divided equally into two groups; one group is the experimental group and the other is the control group. There are several procedures carried out in data collection to answer research questions; first, a pre-test is given before the experiment is performed to ascertain whether there are no significant differences in English proficiency in the two subject groups of lesson. Subjects are required to complete a reading comprehension test consisting of forty-five multiple-choice tests within ninety minutes. Second, after the experiment, a post-test was carried out using the same test for the pre-test. Finally, the t-test was used to determine whether there were significant differences in the achievement of reading comprehension between the two groups. The data showed that there were significant differences in the achievement of reading comprehension between the experimental groups - treated with Semantic Mapping strategies and the control group taught with KWL strategy. It means that the Semantic Mapping Strategy is more effective than KWL Strategy. The data indicate that there is significant difference in reading comprehension achievement between the experimental group - treated and Semantic Mapping strategy, and the control group taught with KWL strategy. It means that Semantic Mapping Strategy is more effective than KWL Strategy.

COVID-19 public discourse in Russia: Semantic mapping

The objective of the study was to analyze the representation and characteristics of most relevant semantic categories in COVID-related memes using semantic mapping strategies as well as to describe interconnected spheres in semantic fields and possible shifts in meanings to assess every mem of the sample. The article represents one of the stages in complex research of ethnocultural and psychological features of media content and its perception in internet memes. The perception of COVID-related internet memes by young audience in Russia and China and visual features of the content were tested at previous stages (Denissova et al., 2021; Smirnova et al., 2020; Smirnova & Denissova, 2021). The article treats internet memes as samples of creolized texts. This topic was chosen due to its key significance. The fact that internet memes are monothematic in content makes it possible to identify the differences in a number of characteristics more effectively. In this paper, we consider internet memes a specific type of messages in the network, combining short captions of different genres and semiotic nature that reveal topical issues. Thus, due to the capacity of semantic content and visual image memes obtain viral nature and great intensity of informational impact. Creolized memes were selected for the analysis, since we assumed that it is the memes of this type that fulfil such important tasks in communication process as organizing communication and exerting influence.

IMPLEMENTING SEMANTIC MAPPING STRATEGY TO ENHANCE ELEVENTH GRADERS’ ORGANIZATION ASPECT OF THE WRITING SKILL

Teaching English writing skill to Indonesian secondary students encounters many obstacles since English in Indonesia is a foreign language. Elaborating and organizing the ideas in pre-writing activity is one of the problems faced by students. The objective of this study was to examine how the implementation of semantic mapping strategy could enhance the eleventh graders’ writing skill, especially the organization aspect. Semantic mapping strategy was implemented in pre-writing activity since this strategy provides the visual concept of relations of the ideas. Classroom Action Research (CAR) was used as the research design in this study, and the implementation was carried out in three meetings for one cycle through the WhatsApp group. The research subjects were students of XI Science 4 class at SMA Negeri 4 Malang which consisted of 34 students. The results showed that this strategy succeeded in enhancing students’ writing scores in one cycle. The average score before the implementation was 69.9, and it became 86.8 after the implementation. Besides, the students’ organization aspect also increased significantly. In brief, this study offers a teaching strategy to overcome the problems in writing class by implementing semantic mapping strategy.

The Effectiveness of the Semantic Map Strategy in Developing the Meta-Cognitive Thinking Skills of Secondary Stage Students in Social Studies in Kuwait

هدفت الدراسة الحالية للتعرف على فاعلية استراتيجية الخريطة الدلالية في تنمية مهارات الوعي فوق المعرفي لدى طلبة المرحلة الثانوية في مبحث الدراسات الاجتماعية بدولة الكويت، تكون أفراد الدراسة من طلاب الصف الحادي عشر في مدرسة سعد بن ربيع الأنصاري الثانوية للبنين، حيث بلغ عدد أفراد الدراسة (44) طالباً، تم اختيارهم بالطريقة القصدية، وتقسيمهم إلى مجموعتين عشوائيًا: مجموعة تجريبية، ومجموعة ضابطة، بواقع (22) طالباً، لكل مجموعة، اعتمدت الدراسة المنهج شبه التجريبي، ولتحقيق أهداف الدراسة قام الباحث بتطوير مقياس مهارات الوعي فوق المعرفي، والتحقق من خصائصه السيكومترية قبل تطبيقه، وأظهرت نتائج الدراسة وجود فروق ظاهرية بين متوسط أداء أفراد المجموعتين التجريبية والضابطة، على مقياس مهارات الوعي فوق المعرفي، ولصالح المجموعة التجريبية. وفي ضوء نتائج الدراسة أوصى الباحث بعدة توصيات منها تشجيع معلمي المواد الاجتماعية، وبخاصة معلمي علم النفس على اتباع استراتيجية الخرائط الدلالية في تدريس المادة.

The Effectiveness of Semantic Mapping Strategy to Improve Students' Writing Skill on Recount Text in Language Dormitory

Semantic Mapping is a simple strategy used by students by clustering words starting with determining the main idea according to the theme they will tell and supported by words related to the main idea. this study aims to (1) The influence of semantic mapping strategy on students' ability to write recount text (2) to test the effectiveness of the semantic mapping strategy of students' ability to write recount text. The method used in this research is a Quasi-Experimental method with a Non-equivalent design. Data obtained through tests and documentation. The sample of this research was 15 students of Elementary. based on the results of the pre-test and post-test, students' ability in writing recount texts increased by 38, which is the difference between the control class' post-test average score of 48 and the experimental class's post-test average score of 86. Furthermore, based on the statistical calculation of 0.05, the value of Sig. < 0.05 (0.045 < 0.05), means that the use of the Semantic Mapping strategy is effective in improving the ability to write recount text.

The Use of Semantic Mapping Strategy to Improve Students’ Skill in Writing Descriptive Texts: a Classroom Action Research (CAR)

Writing is a complicated skill should be mastered by students as it requires some knowledge related the purpose of the text, generic structure, and language features as well as the skills to organize the ideas and information in a logical way by keeping the unity and coherence of the text, so the piece of writing will be easily understood by the readers. Therefore, some students at the tenth grade of SMK Muhammadiyah Karangampel experience difficulties in writing a text, especially in writing descriptive texts. In order to improve the students’ skills in writing descriptive texts, the teacher applies semantic mapping strategy. The result shows that there is improvement in students’ scores after the treatment as semantic mapping technique facilitates their needs to brainstorm and organize ideas and information.

Analyzing the Students’ Interest on the Use of Semantic Mapping Strategy in Improving Students Writing Skill

This research used descriptive quantitative method. It aimed at finding out and analyzing students’ interest on the use of mind mapping strategy to improve the students writing skill. To gain the data, the researchers used questionnaire with 10 statements. The researchers took second grade students of SMP Satap Pongsamelung and chose 10 students as participants. The data shows that they have good response towards the use of semantic mapping strategy such as: they were always interested, felt helpful and happy to learn English using this strategy particularly in improving their writing skill. Based on the result of this research, it can be concluded that that most of the students were interested to improve their writing skill using semantic mapping strategy.

The Role of Semantic Mapping Strategy in Helping the Students to Write Descriptive Text Easily

Semantic mapping strategy is an effective strategy in helping the students to start their writing. This strategy is applied at the beginning of writing. The aim of this study was to find out the significant difference in writing achievement of the 10th graders at SMA Islam Al-Amalul Khair in the academic year 2020-2021 before and after this strategy was applied. The pre-experimental method was used in this study. The population and sample in this study was all of 10th graders at SMA Al-Amalul Khair Palembang in academic year 2021-2020-2021. The total number of them was 61 students. The test was administered twice as pre-test and post-test. The results of the tests were analyzed by using a t-test through SPSS (Statistical Package for Social Sciences) program. The result of the study showed that there was a significant difference in the writing achievement of 10th graders at SMA Al-Amaluul Khair Palembang before and after the semantic mapping strategy was applied.

THE USE OF SEMANTIC MAPPING TECHNIQUE IN TEACHING READING RECOUNT TEXT

This study deals with the investigation of semantic mapping technique in teaching reading recount text. It was intended to find out the teacher’s way in using semantic mapping technique in teaching reading recount text; and students’ perceptions toward the implementation of semantic mapping technique in teaching reading recount text. In addition, the writer used the theory from Schmitt (2002, p. 44) who explained about teacher’s ways in implementing semantic mapping word technique in teaching reading comprehension. The writer used qualitative research with the type of case study involving an English teachers and the students of eighth grade. To collect the data, classroom observation, interview, and questionnaire were utilized. The findings indicated that the teacher implemented the steps in conducting semantic mapping strategy as suggested by Schmitt (2002, p. 44. In addition, the students also enjoy the teaching learning process using the technique of semantic mapping. Furthermore, the major conclusion of this study indicated that the teacher was able to apply the semantic mapping technique that encourages the students to develop their reading skill. Regarding the weakness of this research, the present study did not point out specific factors influencing students’ motivation in learning Semantic mapping. Thus, it is recommended that further researchers should investigate teacher’s perception on implementing the technique of semantic mapping in the teaching-learning process. Keywords: reading comprehension, recount text, semantic mapping.

Enriching Academic Vocabulary of the Undergraduates in Technological Study Stream in Sri Lanka: A Comparative Exploration of the Effectiveness of Virtual Blended and Face-To-Face Modes

This mixed method case study explored and compared the effectiveness of the Virtual Blended Mode (VBM) and the fully F2F mode in improving academic vocabulary of the undergraduates learning English as a Second Language (ESL) in the F2F mode at the Faculty of Technology in the University of Colombo (UOC). The theoretical alignment was Vygotsky’s (1978) Sociocultural Theory and Anderson’s (1977) Schema Theory. The qualitative part of the study included questionnaire responses from 21 visiting lecturers of English, of the Department of English Language Teaching, UOC, on the most commonly used vocabulary strategy to enhance receptive and productive vocabulary of the undergraduates. The quantitative part of the study included a receptive vocabulary test and a productive vocabulary test with 36 test items. Semantic Mapping strategy (Graves, 2008) was used for vocabulary development activities. Two samples consisted of 96 participants with limited prior knowledge and 78 with higher level of prior knowledge in ESL purposefully were selected based on the grades obtained at their G.C.E. A/L Examination in 2016/2017. Both samples were further grouped as VBM and F2F randomly assigning participants. Two experimental (VBM) groups underwent the intervention with 120 academic vocabulary activities using the Learning Management System (LMS) created for this study while the two control groups practiced the same activities in their F2F classes. All participants used the semantic mapping strategy. The LMS was facilitated with the newest feature of the Web 2.0 technology, the BigBlueButton feature enabling the participants to work collaboratively in small groups online. Receptive and productive vocabulary tests were administered to all participants. Rubric was used to assign scores for answers of the tests. Data analysis focused on the receptive and productive levels of improvement in academic vocabulary. The results showed a significant improvement in the receptive vocabulary development of the participants in the VBM groups in both samples who had the opportunity to practice in a better collaborative environment interacting with their peers 10 percent of the time in F2F mode and 90 percent of the time online compared to their counterparts who practiced 100 percent of the time in the F2F mode proving Vygotsky’s (1978) Sociocultural Theory. However, the participants with limited prior knowledge in ESL performed less in productive test compared to their receptive test showing difficulty in using new words in new contexts proving the Schema Theory (Anderson, 1977) while the participants with higher knowledge performed well in the productive tests disregarding the mode of delivery being utilized. Thus, the study highlights the pedagogical implications for teaching academic English in the context of teaching ESL in Universities in Sri Lanka.

اثر استخدام استراتيجية الخرائط الدلالية في تنمية الانتباه و التحصيل المعرفي لبعض مفردات مادة طرائق التدريس

هدف البحث الكشف عن اثر استخدام الخرائط الدلالية على تنمية الانتباه و التحصيل المعرفي لمادة طرائق التدريس. تمثل مجتمع البحث من طلاب السنة الدراسية الثانية في قسم التربية الرياضية / فاكولتي التربية / جامعة زاخو للعام الدراسي (2018 2019)، وقد بلغ عددهم (50) طالباً و طالبة وتم تكافؤ مجموعتي البحث بإجراء اختبارات التكافؤ بين مجموعتي البحث بهدف ضبط المتغيرات ذات العلاقة بالبحث والتي من الممكن أن تؤثر في النتائج التجريبية ومن هذه المتغيرات (العمر ،الذكاء، الانتباه ، تحصيل المعرفي)، اما وسائل جمع البيانات فكانت اختبار التحصيل المعرفي و مقياس الانتباه ، و استخدام الباحث برنامج SPSS في معالجة البيانات إحصائيا و توصل الباحث الى الاستنتاجات الاتية ( تفوقت المجموعة التجريبية في اختبار مقياس تركيز الانتباه على المجموعة الضابطة ، ساهمت استراتيجة الخرائط الدلالية بتفوق المجموعة التجريبية في اختبار التحصيل المعرفي ، ساهمت استراتيجية الخرائط الدلالية و الاسلوب المتبع في رفع مستوى التركيز للانتباه للمجموعة التجريبية و الظابطة و لكن كان تاثيرالخرائط الدلالية اكبر من الاسلوب المتبع )

Learning Vocabularies through Semantic Mapping Strategy

ئه‌ڤ ڤه‌كولینه‌ هه‌وله‌كه‌ بو خواندنا كارتێكرنا ستراتیجیا نه‌خشاندنا سیمانتیكى (ئانكو نه‌خشاندنا هزرى) لسه‌ر هشمه‌ندى و وه‌رگرتنا خوێندكاران بو په‌یڤێن نوى د بابه‌تێن جوداجودا دا. ئه‌نجامێن ڤێ ڤه‌كولینێ ژ تاقیكرنه‌كا ده‌سپێكێ و یا دووماهیێ بده‌ستڤه‌ هاتینه‌ كو نموونه‌یه‌كا خوێندكارێن قوناغا سیێ یێن پشكا زمانێ ئینگلیزیێ، فاكولتیا زانستێن مروڤایه‌تى، زانكویا زاخو، ئه‌نجامداینه‌. بو مه‌ره‌ما هه‌لسه‌نگاندنا كارتێكرنا نه‌خشاندنا سیمانتیكى لسه‌ر فێربوونا په‌یڤان ژ لایێ خوێندكارانڤه‌، ستراتیجیا گانینك (1992) هاتیه‌ بكارهینان. هه‌روه‌سا بو كومكرنا داتایێن ڤێ ڤه‌كولینێ دوو ئامیرێن هه‌لسه‌نگاندنێ (ئانكو تاقیكرن و چاڤدێریا پولێ) هاتینه‌ بكارهینان، و ژبو دیاركرنا ئه‌نجامان به‌رنامێ SPSS یێ ئاماران هاتیه‌ بكارهینان، و ئه‌نجامان هوسا دیاركر كو ستراتیجیا نه‌خشاندنا سیمانتیكى چ كارتێكرن لسه‌ر پروسا فێربوونا په‌یڤان ژ لایێ خوێندكارانڤه‌ نینه‌.

The Effect of Semantic Mapping Strategy On Students’ Speaking Achievement In Smp Budi Murni 3

This study aims to discover the effect of applying Semantic Mapping Strategy on students’ speaking achievement. It will be conducted by using experimental research design. The population of this research is the eight (VIII) grade students of SMP Budi Murni 3. The samples of the research are two classes divided into two groups, experimental and control group which will be chosen by using random sampling technique. Thirty-one students will be taken as the samples. The experimental group will be taught by using Semantic Mapping Strategy, while the control group will be taught by without using Semantic Mapping Strategy. After analyzing the data, it was found that the value of tobserved was 3,12 with the degree of freedom (df)=60 at the level of significance p (0,05) = 2,000. It means that tobserved is higher than ttable (3,12>2,000). The result of this study shows that Semantic Mapping Strategy is significant effect on students’ speaking achievement.

Language for Resilience: Semantic Mapping and Syrian Refugees

The aim of this study is help refugees to move forward by the means of having control on their English languagelearning. To this end, semantic mapping was used in teaching reading skills for Eighth grade students at Alzaatari camp for Syrian refugees at the north of Jordan. The researcher used quasi experimental design entailing a pre-post-test and a questionnaire to examine the effect of improving the English reading skills for the participants of the study who were 50. The results of the study showed that semantic mapping strategy improved students' reading skills significantly and thereby improved their resilience by helping themselves to move forward.