Semantic Mapping Strategy Research Articles

The Effect of Semantic Mapping and Question Generation Teaching Strategies on English as a Second Language Tertiary Students’ Reading achievement

This study aimed at investigating the effect of two strategies of teaching reading: ‘semantic mapping’ and ‘question generation’ on the reading achievement of a sample of 40 female students enrolling in two classes in Level 2 English as a Second Language Foundation Program at the Community College of Qatar. The researcher of the current study tried to find ways to help solve the problems of students’ low achievement in reading comprehension tests. Convenient sampling was used to select the two classes as the researcher herself was teaching them. The two classes of 20 students each constituted two experimental groups. One class was taught by the semantic mapping strategy, and the other was taught by students’ question-generation strategy. A pre-post-tests design was used in both experimental groups. T-test computed on the pretests in both classes revealed that the groups were equivalent. The researcher established the validity and reliability of all the components of the study: the pre-post-test and the instructional material. The instructional material selected for the intervention consisted of four extra expository texts, which are not written in students’ textbooks. After analyzing students’ results on the pre-post tests using two T-Test statistical analyses, it was found out that there were significant differences in the mean scores of each group on the pre-post tests, which reveals that each individual strategy has significantly influenced the group achievement. In order to investigate which teaching strategy was significantly better than the other was a third T-test on the post-tests, mean scores in both groups were computed. The results were in favor of the experimental group, which was taught by the Semantic Mapping Strategy. In light of these findings, the researcher suggested several recommendations directed to ESL instructors, curricula designers, and researchers.

PENINGKATAN PEMAHAMAN SISWA SMP PADA TEKS NARRATIVE MELALUI STRATEGI SEMANTIC MAPPING

Teks narrative menyiratkan pelajaran hidup dalam setiap ceritanya. Oleh karenanya, siswa diharapkan memahami teks dan menangkap pesan moral kehidupan yang terkandung di dalamnya. Membaca teks narrative membutuhkan strategi khusus untuk menentukan pesan moral di balik teks. Salah satu strateginya adalah Semantic Mapping. Strategi ini membantu guru mengarahkan siswa tidak hanya fokus pada setiap kata kunci yang ada tetapi juga pada struktur teks yang menunjukkan hubungan antara ide dan komponen cerita. Penelitian ini bertujuan untuk menguji efektivitas penggunaan strategi Semantic Mapping untuk meningkatkan keterampilan membaca siswa pada teks narrative. Penelitian ini menggunakan desain kuasi-eksperimental. Populasi penelitian ini adalah 51 siswa SMP Nurul Jadid Paiton Probolinggo yang terdiri dari 25 siswa dari kelas VIII-H sebagai kelas eksperimen dan 26 siswa dari kelas VIII-I sebagai kelas kontrol. Dalam penelitian ini, pre-test, perlakuan, dan post-test diberikan untuk kelas eksperimen dan kontrol. Data dianalisis dengan menggunakan T-test for using SPSS 16.00 Windows untuk mengetahui perbedaan signifikansinifikan dari pemahaman membaca siswa antara kelas eksperimen dan kelas kontrol. Temuan menunjukkan bahwa strategi semantic mapping adalah cara yang efektif dalam meningkatkan pemahaman siswa pada membaca teks narrative.

The effect of cooperative learning approach and semantic mapping strategy on the acquisition of L2 Persian vocabulary

Acquiring L2 Persian vocabulary is the main hurdle for foreign students who wish to pursue academic studies in Iranian universities. This study explored the effect of the cooperative learning appro...

READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment. The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

Improving writing recount texts through semantic mapping

The research was conducted with the aim of to applying semantic mapping to improve students’ ability in writing recount texts of the second grade of SMPN 1 Metro Lampung.This was a classroom action research which was conducted in two cycles. Each cycle consisted four stages: planning, acting, observing, and reflecting. The research subjects were 25 students-nine boy students and sixteen girl students. The data were collected through observations, tests, and questionnaires. The research instruments consisted of observation sheet, tests, and questionnaires. The data from the observations and the learning achievement tests were analyzed using the quantitative technique. The success indicator in this study is that the students’ writing skill improves if, in terms of the learning mastery in the writing skill, of the students scored at least 80. This research shows that the use of semantic mapping improves the students’ writing ability in grade VIII.1 students of SMPN 1 Metro Lampung. The improvement is seen from the results of observation and students’ writing tests. The observation result shows that the students’ activeness in cycle I is middle and the students’ activeness in cycle II is high. Based on the results of students’ writing scores, the mean score of the pretest is 64,08, the mean score of the first cycle is 80.48, and the mean score in cycle 2 is 88.60. From those results, it can be concluded that semantic mapping strategy can improve the students’ writing in the recount texts.

의미망 전략과 암기 전략이 학습자의 인지 수준에 따라 영어 어휘 습득에 미치는 영향

의미망 전략과 암기 전략이 학습자의 인지 수준에 따라 영어 어휘 습득에 미치는 영향

SEMANTIC MAPPING STRATEGY ON STUDENTS’ VOCABULARY LEARNING RESULT

This research entitled “The Effect of Semantic Mapping Strategy on Students’ Vocabulary Learning Resultat the Grade Ten of SMK Pusaka 1 in Academic Year of 2017/2018” principally aims to investigate whether or not Semantic Mapping Strategy significantly affects on Students’ Vocabulary Learning Result. The research samples were taken using cluster random sampling, with the total number of samples being 72 students. The location of this research was SMKPusaka 1 Jakarta. The research methodology adopted was true experimental method, with the research design being randomized post-test only control group design. To collect the data, the students were given objective test, numbering 30 items. The research data were analyzed descriptively and inferentially. The findings indicated that there was significant difference of post-test score between the students who received Semantic Mapping Strategy and students who did not receive Semantic Mapping Strategy. It can be seen from the data analysis using ANOVA that showed Fobserved (7.801) is higher than the critical value of Ftable (at the significant level of 0.05 and df = 1/70), namely 3.96. It means that Semantic Mapping Strategy has significant effect on Students’ Vocabulary Learning Result.

Efektifitas Media Film dan Strategi Pembelajaran Semantic Mapping dalam Meningkatkan Penguasaan Kosakata Bahasa Inggris

This study aims to determine the extent to which film media and semantic mapping learning strategies can improve student English vocabulary. This study uses a qualitative approach with individual action research methods which begins with surveys, observations, interviews and tests in the class. The research was carried out on the first semester students majoring in informatics using qualitative research methods. The results of the study, obtained by the results of film media and semantic mapping strategies, had a positive and significant effect on the improvement of students' English vocabulary. Conclusions, use of western films and effective semantic maping learning strategies to improve English vocabulary.
 Keywords: film media, semantic mapping, vocabulary, english

Students Positive Response on Semantic Mapping Strategy in English Writing Skill

One of the most important skills in English is writing. The writing skill allows the students to express and investigate ideas, thoughts, and beliefs and make them apparent and obvious. Writing encourages writers to think, learn and communicate. Unfortunately, most of the students were difficult and get bored in writing activities. They need some strategies to make easier when they do writing task. Semantic mapping is one of good ways for writing task. It helps students to get idea and improve it into sentences and paragraphs.The purpose of the research is to know whether semantic mapping strategy is able to improve writing skill. This study focuses on students' positive response on semantic mapping strategy in English writing skill. The instrument of this study is using questionnaire which is distributed to the students of second semester in English Department at an Indonesian private university which consisted of 30 students. The result of this study indicates that 25 % of students get easier in learning writing task and 75 % are motivated to have a good writing by using semantic mapping strategy.

The Effects of Using Semantic Mapping Strategy Training on Reading Comprehension Performance Among Uthm Students

The objective of this study is to identify the effects of semantic mapping on the reading comprehension texts among University Tun Hussein Onn Malaysia (UTHM) degree students. This study sought to determine if there are any benefits in instructing UTHM students to use semantic mapping as a mean of improving their comprehension of information in reading texts. The effects will be measured by comparing the results of pre test and post test conducted among the students. The sample consisted of 40 UTHM degree students who were from one class. All of them received the semantic mapping strategy training and sat for both pre test and post test. The findings indicated that semantic mapping strategy training affected the reading comprehension performance among the students based on the differences in the students’ results of pre test and post test. The results of this finding can be implied by educators in their teaching and learning process.

PENINGKATAN KEMAMPUAN MENULIS DESKRIPSI DENGAN STRATEGI MODELLING

This study aims to improve the ability to write descriptions for fifth-grade students of SD Inpres Pabbangiang Gowa Regency which includes the content of ideas, content organization, grammar, diction, and spelling. This research is a classroom action research conducted in two cycles. The research subjects were students of class V in Pabbangiang Inpres Elementary School, Gowa Regency, totaling 43 students. Data collection techniques used are observation, interviews, and tests. The entire data obtained is analyzed through stages: data identification, data reduction, data presentation, and conclusions. The results showed that the results of the pre-action test in the description writing skills of fifth-grade students of Pabbangiang Inpres Elementary School in Gowa Regency which included aspects of the content of ideas, content organization, grammar, diction, and spelling were still lacking. After an action is taken through cycles I and II by applying the semantic mapping strategy in learning to write descriptions, the students' skills increase from the category of being very good. The final results of this study indicate that the application of modeling strategies can improve students' writing skills which include aspects of content ideas, content organization, grammar, diction, and spelling.

IMPROVING READING COMPREHENSION THROUGH SEMANTIC MAPPING STRATEGY FOR INDONESIAN SENIOR HIGH SCHOOL STUDENTS

This research investigates how semantic mapping strategy can improve students’ reading comprehension. The subject of this research was the ten grade students consisted of 32 students. In this classroom action research, the researcher used quantitative data to see the improvement of the students’ reading comprehension, and qualitative data to explain the change in students’ behaviour during the implementation of the strategy. Based on the result of the test conducted at the end of the cycle and the analysis of the observation checklist and field notes, it could be concluded that both the students’ reading comprehension and the students’ attitude during the reading class have been improved. The students who passed the test improved from 43.75% at the baseline data to 87.5% at the end of cycle II. This improvement mostly influenced by the second and the third phase of semantic mapping strategy, which are brainstorming categorization. In this phases, the students activate their prior know and learn to visualize relationship between ideas and put them into categories. Thus, the students have a better comprehension of the text. The students also showed better motivation, interest, participation, and enthusiasm toward the learning process proven by the results of the observation. However, the materials in this present research were short reading texts. The implementation of the strategy on longer reading texts should be taken into a deeper study in the future research.

Vocabulary Strategies and Bridging the Gap from Learning to Read to Reading to Learn

The present study offers a solution to students’ difficulties in reading by examining the effect of two instructional strategies for teaching reading: semantic mapping and morphological analysis, using multimedia as a vehicle for achieving the desired goals. Technology in the present study incorporates fun, meaningful resources that enhance the experimental group students’ vocabulary, and allow the reading instructor to assess the students’ progress in reading. 58 EFL university students enrolled in the first year of the English Department at Al-Imam University, Riyadh, Saudi Arabia participated in the present study. They were chosen randomly and were divided into two groups; an experimental group and a control one. Each group had 29 participants aged between twenty and twenty one years old. A pre-test was applied to check out their standard in comprehending the reading texts before the inauguration of the experiment. During the time of the experiment, the control group was taught by the traditional method which focuses on relying on their memorization of long lists of vocabulary, rote learning, reading aloud, repetition and the translation of the new vocabulary. Participants of the experimental group were taught by semantic mapping and morphological analysis that focus on the comprehension of the key vocabulary and concepts included in the reading texts. The experimental group only was taught in the reading classes by implementing the semantic mapping and morphological analysis strategies while the control group was taught by the traditional previously mentioned way. The post-test was applied on both groups of the study at the end of the experiment to check out the students’ reading comprehension standard. The experiment lasted for three months’ time during the first semester of the year 2015. The findings revealed that teaching reading by semantic mapping and morphological analysis strategies improved experimental group students’ comprehension of the reading texts.

The Effects of Semantic Mapping on Reading Comprehension

The aim of this study is to examine the effectiveness of semantic mapping strategy on reading comprehension of lower secondary school learners. The research questions explored include: (1) Does semantic mapping strategy have an effect on reading comprehension? (2) What are the students’ perceptions towards semantic mapping strategy in reading comprehension? The participants of this study were ten form-two students. Test 1(Pre-test), Test 2 (Post-test) and an interview were conducted in this study. Test 1 was administered before students were exposed to the semantic mapping strategy. After two weeks of semantic mapping exposure, Test 2 was administered to examine the effectiveness and improvement of the learners’ reading comprehension. Using mean scores, results showed that learners performed better in Test 2 than in Test 1, indicating the effectiveness of employing semantic mapping strategy in reading comprehension. From the qualitative analysis of the interview data, the findings showed that students enjoyed and learned better when semantic mapping strategy was employed.

THE EFFECT OF SEMANTIC MAPPING STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE NINTH GRADE STUDENTS OF SMP RAKSANA MEDAN

This research is aimed to investigate the effect of semantic mapping strategy on students’reading comprehension of narrative text and the significant different on readingcomprehension of narrative text between two groups: who are teach using semanticmapping strategy and those who are teach using conventional method. The design of thestudy is experimental study. The population of this study is the ninth grade students of SMPRaksana Medan in the academic year of 2014/2015. The number of the subjects is 60students. The data are obtained by administering reading test to the IX-1 as experimentalgroup and IX-2 as control group. The research is started by giving pre-test, treatment andpost-test to both experimental and control groups. The data of the test are 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 mean score of the experimental group is 54 and the control group is 53.67. The result of post-test of the experimental group is 78.33 and the control group is 67.5. The result of the t-test of mean difference is 3.046 and t- table is 2.00 It means that t-value is higher than t-table (3.046 >2.00). The calculation revealed that the hypothesis about a significant difference on reading comprehension between students who are teach narrative text by using semantic mapping strategy and those who are taught by using conventional method is accepted. It can be concluded that Semantic Mapping Strategy worked effectively to help students increase their achievement in reading comprehension. It is suggested that teachers of English apply Semantic Mapping Strategy as one of the alternatives in teaching reading comprehension.

The Effect of Semantic Mapping Strategy Instruction on EFL Elementary Stage Students' Vocabulary Acquisition

The Effect of Semantic Mapping Strategy Instruction on EFL Elementary Stage Students' Vocabulary Acquisition

The Effect of Semantic Mapping Strategy Instruction on EFL Elementary Stage Students' Vocabulary Acquisition

The present study sought to investigate the effect of semantic mapping strategy instruction on EFL elementary stage students' vocabulary acquisition. The study sample comprised fifty-two sixth-grade elementary students at Sufan Primary School in Bisha, K.S.A. The participants were randomly assigned either to the control group (N = 26) or the experimental group (N= 26). Both groups were pre-post tested using a vocabulary test prepared by the researcher. Then, the experimental group was taught the course-book 'WE CAN' supplemented with semantic mapping strategy instruction whereas the control group was taught the same course-book in the traditional method. Two hypotheses were formulated and tested. A T-test was used in the statistical analysis of the collected data. Results revealed that semantic mapping strategy instruction is effective in enhancing vocabulary acquisition among the participants in the experimental group. In addition, compared to traditional instruction, semantic mapping strategy instruction was more effective in developing the participants' vocabulary acquisition. These results substantiate the importance of implementing semantic mapping strategy instruction in EFL classrooms as it helps learners to move vocabulary knowledge to the long-term memory for storage purposes and retrieve it from long-term as needed for use.

ENCOURAGING STUDENTS TO WRITE A PARAGRAPH BY USING SEMANTIC MAPPING STRATEGY

Of four English language skills, writing is considered the most difficult skill which must be mastered by Indonesian students since it is a very complex process that drives students to explore their thoughts, experiences, schemata, and ideas. Due to the problems faced by the students of Kanjuruhan University in creating ideas related to the topic and construct the ideas into a good unity of a paragraph, this study was conducted to facilitate the students to compose a descriptive paragraph. The findings of the research, taken at Kanjuruhan University of Malang, proved that Semantic Mapping strategy was valuable to increase the students’ writing skills.

CLASSROOM ACTION RESEARCH: Using Semantic Mapping in Teaching Descriptive Paragraph

This classroom action research conducted to 38 participants at the seventh grade class D of SMPN 29 in2011/2012 academic years. It tries to improve their writing skill by applying semantic mapping strategy. Theresearcher collecting writing tests, observations, field notes, and interview as the instrument. The date reveals that improvement exists after the treatment on the students' writing skill. The data indicates that some factors influenced their improvement. The first was brainstorming process that led them easy to convey and think about the ideas. The second was the categorization process that made them easy to determine kinds of the idea. The third was the mapping process made them easy to write a good descriptive paragraph. The last was the teacher’s roles facilitated them to have an effective class.

The Effect of Semantic Mapping Strategy Instruction on Iranian Intermediate EFL Learners’ Listening Comprehension

The present study attempted to investigate the effect of semantic mapping strategy instruction on Iranian intermediate EFL learners’ listening comprehension. A quasi experimental research with the pretest-posttest control group design was used in this study. The study was conducted at Meraj language institute in Tabriz, Iran. A CELT test was administered and based on its results two classes were chosen as the homogenous ones, which were randomly assigned into the experimental and control groups, each with 35 students. After the listening comprehension pretest, which was already constructed for the purpose of this study, the experimental group received semantic mapping strategy instruction after listening to their supplementary books’ activities, while the control group did not receive this treatment. At the end of the 15 instructional sessions, the post test of listening was administered in both groups. The results of Independent-Samples t-test indicated that the experimental group outperformed the control group in listening comprehension. Hence, it is concluded that semantic mapping strategy instruction in comparison with commonplace approaches significantly enhanced Iranian intermediate EFL learners’ listening comprehension. The implications are provided for the syllabus designers, textbook writers and EFL teachers and learners.