THE IMPLEMENTATION OF SEMANTIC MAPPING TECHNIQUE IN THE TEACHING OF READING COMPREHENSION

  • Siti Kholifah Madrasah Tsanawiyah Maarif Sukorejo
  • Sudiran Sudiran University of Muhammadiyah Malang
Keywords: implementation, semantic-mapping, technique, reading-comprehension, narrative-texts

Abstract

This study aimed to describe the students’ involvement to the implementation of semantic mapping in reading activities and to describe the students’ responses to the implementation of semantic mapping technique in reading activities. This research used a qualitative case study conducted at MTs Maarif Sukorejo - Pasuruan. It involved one class of the eighth grade which consists of 32 students. The data were collected through observation, document interpretation, and interview. The data from the three instruments were analyzed qualitatively. The results of observation and documentation showed that the implementation of semantic mapping could actively involve the students’ reading activities dealing with pre-, whilst-, and post-reading activities at VIII A Grade of MTs. Maarif Sukorejo – Pasuruan. In addition, the results of interview indicated that all students had positive responses to reading activities and the implementation of semantic mapping in the learning of reading comprehension. Dealing with the results of documentation mainly in the field notes, most of students were interested in the implementation of semantic mapping technique such as: vocabulary brainstorming activities, reading aloud, finding detailed information, finding main idea, making a summary and answering question through semantic mapping.

References

Bernardo, A. B. (2003). Approaches to learning and academic achievement of Filipino students. The Journal of Genetic Psychology , 164 (1), 101-114.

Biggs, J. B. (1987). Study Process Questionnaire manual. Melbourne: Australian Council for Educational Research.ELTR Journal, e-ISSN 2597-4718, Vol. 4, No. 1, January 2020, pp. 36-42

Biggs, J. B. (1999). What the student does: teaching for enhanced learning. Higher Education Research & Development , 18 (1), 57-75.

Biggs, J. B., Kember, D., & Leung, D. Y. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology , 71, 133 149.

Bliuc, A. -M., Ellis, R. A., Goodyear, P., & Muntele, D. (2011). Understanding student learning in context: Relationships between students learning, and academic performance. European Journal of Psychology of Education , 26, 427 433.

In Robert Glaser (ed.) Training Research and Education. Pittburgh: The University of Pittsburgh, pp. 87-136.

de Boot, K., Lowie, W., & Verspoor, M. (2005). Second Language Acquisition: An Advanced Resource Book. London: Routledge.

Dornyei, Z. (2005). The psychology of the language learner. Lawrence Erlbaum Associates, Inc.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). New York: Routledge.

Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2005). The relationship European Journal of Psychology of Education , 4, 327 341.

Kember, D., Biggs, J. B., & Leung, D. Y. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology , 74, 261 280.

Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Pergamon Press Inc.

Lamb, M. (2007). The impact of school on EFL learning motivation: An Indonesian case study. TESOL Quarterly, 41(4), 757-780

López, B. G., Cerveró, G. A., Rodríguez, J. M., Félix, E. G., & Esteban, P. R. (2013, January 8). Learning styles and approaches to learning in excellent and average first-year university students. European Journal of Psychology of Education .

Masgoret, A.-M., & Gardner, R. C. (2003). Attitude, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates. Language Learning, 53(1), 123-163.

Phan, H. P., & Deo, B. (2007). The revised learning process questionnaire: A validation of a We confirmatory factor analysis. British Journal of Educational Psychology , 77, 719 739.

Ramburuth, P., & McCormick, J. (2001). Learning diversity in higher education: A comparative study of Asian international and Australian students. Higher Education , 42, 333 350.

Published
2019-12-18
How to Cite
Kholifah, S., & Sudiran, S. (2019). THE IMPLEMENTATION OF SEMANTIC MAPPING TECHNIQUE IN THE TEACHING OF READING COMPREHENSION. ELTR Journal, 4(1), 16-22. Retrieved from http://eltr.apspbi.or.id/index.php/eltr/article/view/31
Section
Articles