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THE EFFECTIVENESS OF SEMANTIC MAPPING TO
TEACH READING VIEWED FROM STUDENTS’
INTELLIGENCE
(An Experimental Study at the Eighth Graders of SMP Negeri 12
Tasikmalaya in the Academic Year of 2012/2013)
A Thesis
This Thesis is Completed as Partial Fulfillment of Requirement for Magister of Education Degree of English Language Teaching
YULIA AGUSTINA
S891108124
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
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PRONOUNCEMENT
APPROVAL THE EFFECTIVENESS OF SEMANTIC MAPPING TO TEACH
READING VIEWED FROM STUDENTS’ INTELLIGENCE (An Experimental Study at the Eighth Graders of SMP Negeri 12
Tasikmalaya in the Academic Year of 2012/2013 ) THESIS
By Yulia Agustina NIM: S891108124
This thesis has been approved to be examined by the consultants of the English Department, Graduate School of Sebelas Maret University, Surakarta
On: January, 10th, 2013
Approved by
The Head of English Education Department Consultant I
Dr. Ngadiso, M.Pd
NIP. 1962121231198803 1 009
Consultant II
Dra. Dewi Rochsantiningsih, M.Ed., Ph.D NIP. 19600918198702 2001
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ABSTRACT
commit to user ABSTRACT
Yulia Agustina, S891108124. 2013. The Effectiveness of Semantic Mapping to
Teach Reading Viewed from Students’ Intelligence (An Experimental Study at the Eighth Graders of SMPN 12 Tasikmalaya in the Academic Year of 2012/2013). Thesis Consultant I: Dr. Ngadiso, M.Pd; II: Dra, Dewi Rochsantiningsih, M.Pd, Ph.D. Thesis. Surakarta: English Education Department Graduate School, Sebelas Maret University of Surakarta. 2013.
The objectives of this research are to find out whether: (1) semantic mapping is more effective than lecturing to teach reading at the Eighth Graders of SMPN 12 Tasikmalaya in the Academic Year of 2012/2013; (2) the students who have high intelligence have better reading ability than those who have low intelligence at the Eighth Graders of SMPN 12 Tasikmalaya in the Academic Year of 2012/2013; and (3) there is an interaction between teaching strategies and
students’ intelligence in teaching reading at the Eighth Graders of SMPN 12 Tasikmalaya in the Academic Year of 2012/2013.
This research was an experimental study, conducted at the eighth graders SMPN 12 Tasikmalaya in the Academic Year of 2012/2013. The samples were two classes: (1) VIII C consisting of 40 students; and (2) VIII D consisting of 40 students. The researcher used the cluster random sampling. Each class was divided into two groups (the students who have high and low intelligence). The
research instruments consist of the students’ intelligence document and a reading
test. The reading test was tried out to get valid and reliable items. Then, the data were analyzed by using multifactor analysis of variance 2 x 2 (ANOVA) and Tukey test.
Based on the research results, there are research findings as follows: (1) the students who are taught by using semantic mapping have better reading ability than those who are taught by using lecturing. In addition, the use of semantic mapping is more effective than lecturing to teach reading; (2) the students who have high intelligence have better reading ability than those who have low intelligence; and (3) there is an interaction between teaching strategies and
students’ intelligence because semantic mapping is more effective to teach
reading for the students having high intelligence, and lecturing is more effective to teach reading for students having low intelligence.
Finally, it can be inferred that: (1) semantic mapping is an effective strategy to teach reading at the eighth graders of SMPN 12 Tasikmalaya in the academic year of 2012/2013; (2) the effectiveness of the strategy is affected by the level of students’ intelligence. Hopefully, this result of this research will be considered by an English teacher to select and determine an appropriate teaching strategy to teach reading for the students who have high or low intelligence.
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MOTTO
Fainnama’al u’sri yusro
“In every difficulty, there is an easiness”
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DEDICATION
This thesis is dedicated to:
Her parent (Drs. H. Rahmat Hidayat and Hj. Dede Dewiyani, M. Pd),
Her beloved brother (
Aar Syia’rudin M
), Her close friends and all
commit to user ACKNOWLEDGMENT
The reseacher whishes to thanks, Alhamdulillah to Allah SWT., because
of His mercy and blessing, that she has completed writing her thesis. She also
would like to express special appriciation to: Dr. Ngadiso, M. Pd. as the first
consultant for his patience, guidance, encouragement and supports to the
researcher during designing this thesis. Moreover, she would like say thank you
to Dra, Dewi Rochsantiningsih, M.Ed, Ph.D, as the second consultant, for all
meaningful helps, constructive criticisms and advices and her position as the
Secretary of English Department for the great inspiration. Then, Drs. H. Tarjana,
M.A, as the consultant on her initial process of conducting the researcher’s
research.
In addition, The Director of Graduate School of Sebelas Maret University
and The Head of the English Education Department of Graduate School for giving
her permission and having approved this thesis. She would like to thank you to
Agus Sutarli M. Pd, as the Headmaster of SMP Negeri 12 Tasikmalaya who has
allowed his permission to the researcher to conduct the research in his school and
the students of the eighth graders of SMPN 12 Tasikmalaya who have helped the
researcher to conduct this research. Ena, S. Pd, the teacher and collaborator who
helped and joined with the researcher to conduct this research, and all of my
classmates in English Education Program, thanks for their togetherness,
companion, cooperation, abundant supports and suggestions.
Finally, the researcher believes that this thesis is still many weaknesses,
so that she would be very glad to welcome all comments and suggestions for the
improvement of this thesis. Hopefully, this thesis will be useful for the readers,
especially for her self.
Surakarta, February 2013
Yulia Agustina
commit to user TABLE OF CONTENT
TITLE ... i
APPROVAL ... ii
LEGITIMATION ... iii
PRONOUNCEMENT ... iv
ABSTRACT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGMENT ... viii
TABLE OF CONTENT ... ix
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF APPENDICS ... xiii
CHAPTER I INTRODUCTION A.Background of the Study ... 1
B.Identification of the Problem ... 5
C.Limitation of the Problem ... 5
D.Formulation of the Problem ... 6
E. Objectives of the Study ... 6
F. Benefits of the Study ... 7
CHAPTER II LITERATURE REVIEW A.Reading ... 8
1. Definitions of Reading ... 8
2. Micro and Macro Skills of Reading ... 11
3. Purpose of Reading ... 12
4. Strategy of Reading ... 13
5. Steps of Teaching Reading ... 14
B.Semantic Mapping Strategy ... 15
1. Concept of Semantic Mapping ... 15
2. The Use of Semantic Mapping... 17
3. Steps of Teaching Reading Using Semantic Maping ... 19
4. Advantages of Semantic Mapping ... 21
5. Disadvantages of Semantic Mapping ... 21
C.Lecturing Strategy ... 21
1. Concept of Lecturing ... 21
2. Steps of Teaching Reading Using Lecturing ... 22
3. Advantages of Lecturing ... 23
4. Disadvantages of Lecturing ... 23
D.Teaching Reading Using Semantic Mapping Compared to Lecturing ... 24
E. Intelligence ... 25
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2. Theories and Types of Intelligence ... 26
3. Factors Affecting Intelligence ... 30
F. Review of Related Research ... 33
G.Rationale ... 36
H.Hypothesis ... 39
CHAPTER III RESEARCH METHODOLOGY A.Place and Time of the Research ... 40
B.Research Method ... 40
C.Population, Sample, and Sampling ... 41
1. Population ... 41
2. Sample ... 42
3. Sampling ... 42
D.Technique of Collecting Data ... 42
E. Technique of Analyzing Data ... 46
CHAPTER IV THE RESULT OF THE STUDY A.The Description of the Data ... 51
B.Two-way ANNOVA Prerequisites ... 59
C.Hypothesis Test ... 61
D.The Discussion of Data Analysis ... 64
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A.Conclusion ... 69
B.Implication ... 69
C.Suggestion ... 71
BIBLIOGRAPHY ... 73
commit to user LIST OF TABLES
Tables 2.1 Teaching Reading Using Semantic Mapping Compared to Lecturing 24
Tables 3.1 Research Time Frame ... 40
Tables 3.2 Intelligence Score Classifications... 43
Tables 3.3 Design for Summarizing ANOVA ... 47
Tables 4.1 Frequency Distribution of Data A1 ... 52
Tables 4.2 Frequency Distribution of Data A2 ... 53
Tables 4.3 Frequency Distribution of Data B1 ... 54
Tables 4.4 Frequency Distribution of Data B2 ... 55
Tables 4.5 Frequency Distribution of Data A1B1 ... 56
Tables 4.6 Frequency Distribution of Data A2 B1 ... 53
Tables 4.7 Frequency Distribution of Data A1 B2 ... 58
Tables 4.8 Frequency Distribution of Data A2 B2 ... 59
Tables 4.9 The Summary of Normality Test ... 60
Tables 4.10 The Data of Homogeneity Test of Population ... 61
Tables 4.11 The Result of Homogeneity Test of Population ... 61
Tables 4.12 Summary of Multifactor Analysis of Varience ... 62
commit to user LIST OF FIGURES
Figure 4.1 Histogram and Polygon of Data A1 ... 52
Figure 4.2 Histogram and Polygon of Data A2 ... 53
Figure 4.3 Histogram and Polygon of Data B1 ... 54
Figure 4.4 Histogram and Polygon of Data B2 ... 55
Figure 4.5 Histogram and Polygon of Data A1B1 ... 56
Figure 4.6 Histogram and Polygon of Data A2B1 ... 57
Figure 4.7 Histogram and Polygon of Data A1B2 ... 58
commit to user LIST OF APPENDICES
APPENDIX 1 : RESEARCH INSTRUMENT
Appendix 1.1 : Lesson Plan (RPP) Experimental Class ... 76
Appendix 1.2 : Lesson Plan (RPP) Control Class ... 142
Appendix 1.3 : The Blue Print of Reading Instrument (before tryout) ... 183
Appendix 1.4 : Reading Test and Answer Key (before tryout) ... 184
Appendix 1.5 : The Blue Print of Reading Instrument (after tryout) ... 197
Appendix 1.6 : Reading Test and Answer Key (after tryout)... 198
Appendix 1.7: Students’ Worksheet ... 209
APPENDIX 2 : RESULTS OF INSTRUMENT TRY-OUT Appendix 2.1 : Score Distribution of Reading Test Try-out ... 210
Appendix 2.2 : The Result Validity and Reliability of Reading Test ... 216
Appendix 2.3 : The Validity Test of the Valid Items ... 221
APPENDIX 3 : RESULTS OF THE RESEARCH Appendix 3.1 : The Tabulation of IQ Score and Reading Score ... 222
Appendix 3.2 : Mean, Mode, Median, and Standard Deviation ... 223
APPENDIX 4 : TWO-WAY ANOVA PREREQUISITE Appendix 4.1 : Normality Test of Populations ... 233
Appendix 4.2 : Homogeineity Test of Populations ... 241
APPENDIX 5 : RESULTS OF THE RESEARCH Appendix 5.1 : Multifactor Analysis of Variance Test ... 243
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1
CHAPTER I INTRODUCTION
A.Background of the Study
English is the global language used by the international community in all
aspects. They use English for their diplomacy, business, science, technology,
banking, computing, communicating, ect. Those make the role of English become
very important. Today English is widely taught around the world as a second
language. But in Indonesian, English is as foreign language. It is learnt by the
students in all levels (kindergarten, elementary, junior, and senior high school and
university).
Recognizing the reality of the importance of English nowdays and for the
future, learning English should be applied because the competition that will be
faced not only in regional but also global competition. Therefore, everyone must
be able to communicate in English, one of the efforts is the implementation of
English as main subjects in Indonesian curriculum.
Based on curiculum, the implementation of English learning includes four
skills, they are: listening, speaking, reading, and writing. These are the skills
which must be mastered and applied by students in all aspects, it aims to increase
their competence in using English. Among those fours skills, reading is one of
kills which have to be taught. This case shows that reading is very important skill
to be mastered by the students because by reading students will get knowledge,
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According to Brown (2004: 118) listening and reading are receptive skills.
Receptive skills are the ways in which people extract meaning from the discourse
that they hear and see. It means when the reader or listener receives information
from what they hear and see, they use their prior knowledge as the process of
comprehension. Actually, reading cannot be separated from comprehension,
without comprehending the text, the readers especially the students will not
understand and will not receive the message or information from reading
materials. Essentially, reading is a process used by the reader to understand and to
get a message that is conveyed by the writer through the media of written
language.
Reading ability is an important tool for academic success because it is an
important activity in life which students can update their knowledge, enrich
vocabulary, add knowledge, ect. But in fact, the students still have low ability in
reading competence, yet they still lack in understanding reading material. It is
caused by many factors such as: they rarely read, lack of vocabulary, low
motivation, and inappropriate teaching strategy used when the teachers attempted
to explain reading materials (Kamal Muhtar, 2010: 3).
The teacher’s strategies in teaching reading are important factors to
improve the students’ ability in reading skill. The teacher should choose an
appropriate strategy in order to make students achieve adequate competence in
reading. There are some kinds of strategies that can be applied by the teacher in
teaching reading. Semantic mapping strategy is supposed to be appropriate
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students develop prior knowledge by seeing the relationship in a given topic. It is
a visual representation of a particular concept (Cooper, et al., 2009: 102).
This strategy is most effective when it is used before, during, and after
reading and when the teachers serve as the guide or facilitator to their students
who construst their own semantis maps. When semantic mapping is as prereading,
helps to active students’ prior knowledge (schemata). By creating semantic
mapping based on the students knowledge, the students are prepared with the
topic to be read (Heimlich and Pittelman in Antonnaci, et al., 2011: 18). Further,
the teacher may use students’ prereading semantic maps to determine how much
knowledge building is required before students read the text (Antonnaci 2011:
18). Using semantic mapping in whilst-reading helps the students to record the
information obtained from the text. By making a semantic map during reading a
text, the students’ prior knowledge are completed with the new information
(Muhtar, 2010: 61). When using semantic mapping as postreading, teachers
employ students’ disscussions to help them recall and organize information that
they have learned from reading text as they make connection to words or concepts
related to the topic (Antonnaci, et al., 2011:18).
In addition, this strategy can be called as students-centered, because it
makes use of the students’ prior knowledge in understanding and applying word
concepts that focus on their knowledge of the vocabulary related to the content
and students control the input at each stage of the map’s building. It can be used
individuallly, in small groups, or even the entire class. To improve students’ word
knowledge and comprehension through their work with partners or the small
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transparency or a computer presentation, various sizes, and color of paper to
visually their knew knowledge.
On the contrary, lecturing strategy is used to describe a lesson where the
teacher has control. It is also called as the teacher-centered. The teacher’s duty in
this strategy is only telling the material directly by face to face with the students.
The teacher usually spends time lecturing; then the teacher guides the students
through a complex problem. Hence, this strategy doesn’t give the students’
opportunity to be active and critical in solving the problems. The students usually
have no curiosity to study about reading, yet they only listen to the explanation
from the teacher and often make them feel bored. If this strategy is used by
teacher in improving the students’ ability in reading skill, it probably will be less
effective.
Besides the strategies, teaching learning process is affected by the
students’ intelligence. It influences their ability in English skills especially in
reading ability. Intelligence is the most important tool for success and failure of
students in learning and also as personality factor that influence the result of
teaching and learning process. (Helmi, 2011: 34). According to Carol (2012: 1)
intelligence is capacity for knowledge and the ability to acquire: capacity for
reason, ability to comprehend relationship, ability to evaluate and judge, and
capacity for original and productive thought. Thus, it shows the students’
capacity in getting knowledge and their ability to learn about, learn from,
understand, and interact with environment.
An English teacher has an important role to manage and help students to
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her students in implementing reading ability by giving them a suitable strategy
how the students learn to receive the message and information in understanding a
reading material. Therefore, the teacher’s role in assisting students in teaching
learning process and students’ intelligence will influence their capacity and ability
in understanding a reading material.
Based on description above, the researcher is interested in carrying out the
research entitled “The Effectiveness of Semantic Mapping to Teach Reading
Viewed from Students’ Intelligence.”
B.Identication of the Problems
Based on the background above, there are some problems that can be
identified. The problems are as follows:
1. Why do the students have low reading ability?
2. What factors cause low reading ability?
3. How can semantic mapping help the students improve their reading ability?
4. How can the students with high intelligence get a better achievement in reading
ability than the students with low intelligence?
C.Limitation of the Problems
The researcher realizes that it is impossible to answer all the problems
which have been identified above. Therefore, the problems of this study are
limited to some related variables. In this case, the researcher only focuses on the
effect of semantic mapping and lecturing to teach reading viewed from students’
commit to user D.Formulation of the Problems
Related to the indentification and limitation of the problems above, the
researcher states the problems to be researched as follows:
1. Is semantic mapping more effective than lecturing to teach reading for the
eighth graders of of SMPN 12 Tasikmalaya?
2. Do the students having high intellegence have better reading ability than those
having low intellegence for the eighth graders of of SMPN 12 Tasikmalaya?
3. Is there any interaction between the teaching strategies and students’
intellegence in teaching reading?
E.Objective of the Study
In accordance with the problems above, this research is intended:
1. To know weather the semantic mapping is more effective than lecturing in
teaching reading at the eighth graders of SMPN 12 Tasikamalaya in the
academic year 2012/2013.
2. To know weather the students having high intellegence have better reading
ability than those having low intellegence for the eighth graders of SMPN 12
Tasikmalaya in the academic year 2012/2013.
3. To know weather there is an interaction between teaching strategies and
commit to user F. Benefits of the Study
The researcher hopes that the result of this research can give some benefits
as follows:
1. For the students
a. The students’ English ability is improved
b. The students are trained to be capable of reading text using semantic mapping.
c. The students’ vocabulary will increase automatically.
d. The students are motivated to enjoy learning situation which can improve their
reading ability.
2. For the English teachers
a. It motivates the teachers to find a new media, method, technique, and strategy
which is appropiate in teaching reading.
b. It encourages the teachers to develop their creativity to improve teaching
learning procees.
c. It improves the teachers’ capability to conduct the teaching and learning
activity appropriately.
d. It can contribute an easier way for the teacher in achieving successful
classroom actitivies.
3. For other researcher
a. The result of this study can be used as reference for conducting further relevant
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8
CHAPTER II
LITERATURES REVIEW
A.Reading
1. Definition of Reading
Reading is one of the most important factors in assesing a leaners’
linguistic competence. However, it is common problem for some students to
complain their problem how to read effectively. Students still feel confused to find
main idea of passage. Moreover, the teachers also find the difficulties in icreasing
reading classes. Hence, the teachers should have some strategies and techniques
for teaching reading effectively.
Reffering to the importance of reading above, there are some definitions of
reading according to some experts. Richard (1997: 6) defines reading as a
powerful activity that gives knowledge, insight, and perspective on readers. It
means reading is powerful activity in getting knowledge, insight, and the reader’s
perspective.
Reading is a process of mentally interpreting written symbols. According
Walance (1992: 4) reading is interpreting. It means reacting to a written text as a
piece of communication. Then, Nunan (1998: 23) states that reading is a process
of decoding written symbols, working from a smaller unit (individual letters) to
large ones (words, clauses, and sentences).
Davies (1995: 1) states that reading is a mental, or cognitive, process
which involves a reader in trying to follow and respond to a message from the
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On the other case, Webster’s Seventh New Collegiate Dictionary in
Bernhardt (1991: 5) offers several definitions of reading, those are; (1) to receive
or to take in the sense of (as letters or symbols) by scanning; (2) to understand the
meaning of (written or printed matter), and (3) to attribute a meaning or
interpretation to (something read).
Later on, Eddie (1977: 5) defines reading is the ability of an
individually necessary to recognize a visual form, associate the form with a sound
and or meaning acquired in the past, and on the basis of past experience,
understand and interpret in meaning.
From the theories above, it could be inferred that reading is a process to
decode the written symbol which involves a reader in understanding and attribute
the information from a text to build meaning as a piece of communication
between the reader and writer.
Basically, the goal of reading is building comprehension. Comprehension
is the process of deriving meaning from connected text, so it is not passive
process but an active one. Moreover, comprehension is an understanding of a
written text or extracting the required ideas from it as efficiently as possible.
Students’ comprehension is needed in reading activity, by comprehending
a text, the students will understand the writers’ message in their writing. There
are five roles of students in comprehending a text, according to Nuttall (1996: 33)
as follows: (a) taking an active part in learning, reading is learnt rather than taught
and only the learners can do learning; (b) monitoring comprehension, to monitor
their own comprehension, if they do not understand a text, find out why and adopt
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on a dialogue with the text; (d) taking risk, they have got to take the risk of
making mistakes and they won’t learn much if they don’t do this; and (e) learning
not to cheat oneself, it certainly leads to personal development, interest and
enjoyment, students who don’t want to learn can easily cheat on many of the
activities.
On the other hand, Spiro in Burns, et al., (1996: 150) emphasizes on two
processes of comprehension; text-based process and knowledge based text.
Firstly, text-based processes are those in which the reader primarily extracts
information from text, and secondly, knowledge-based texts are those in which
reader brings prior knowledge and experience to bear on the interpretation of the
materials.
Later on, there are four basic levels of reading comprehension according to
Burs, et al,. (1996: 177), namely:
a. Literal Reading
The basic for literal reading is recognizing stated main ideas, details,
cause, effect, and sequences. It is important because it as a prerequisite of higher
level understanding.
b. Interpretative Reading
At this level, students are expected to obtain the author’s purposes such as
detect moods of the author, make conclusion of his writing, find mind ideas and
cause effect relationship when such factors are not explicitly stated.
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In this case, the students are expected to evaluate the written material,
comparing the ideas discovered with standard and drawing conclusion about the
accuracy, appropriateness, and timeliness.
d. Creative Reading.
On tis stage, it involves the materials presented by the author. It requires
the students or the readers to think as they read.
2. Micro and Macro Skills of Reading
There are micro and macro skills of reading according to Brown (2004:
219) as follows:
a. Micro Skills
1) Discriminate among distinctive graphemes and orthographic patterns of
English.
2) Retain chuncks of language of different lengths in short term memory.
3) Process writing at an efficient rate of speed to suit the purpose.
4) Recognise a core of words, and interpret word order patterns and their
significance.
5) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,
agreement, pluralisation), patterns, rules, and elliptiacl forms.
6) Recognise that a particular meaning may be expressed in different
grammatical forms.
7) Recognise cohesive devices in written discourse and their role in signaling the
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8) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,
agreement, pluralisation), patterns, rules, and elliptiacl forms.
b. Macro Skills
1) Recognise the rhetorical forms of written discourse and their significance for
interpretation.
2) Recognise the communicative functions of written texts, according to form
and purpose.
3) Infer context that is not explicit by using background knowledge.
4) From described events, ideas, etc. Infer links and connections between events,
deduce causes and effects, and detect such relations as main idea, supporting
idea, new information, given information, generalisation, and
exemplification.
5) Distinguish between literal and implied meanings.
6) Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata.
7) Develop and use a battery of reading strategies such as scanning and
skimming, detecting discourse markers, guessing the meaning of words from
context, and activating schemata for the inperpretation of texts.
3. Purpose of Reading
Reading is a process which is done and used by the reader to get a message
that is conveyed by the author through the media of written language. There are
many different purposes in reading activity, especially the main purpose of
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understanding of reading material. The following are the purposes of reading
according to Grabe and Stoller (2002: 13):
a. Reading to search for simple information.
b. Reading to skim quickly.
c. Reading to learn from context.
d. Reading to integrate information.
e. Reading to write (or search for information needed for writing).
f. Reading to critique text.
g. Reading for general comprehension.
Meanwhile, Rivers and Temperley in Nunan (1989: 33) state that second
language learners will want to read for the purposes below:
a. To obtain information for some purpose or because curios about some topic.
b. To obtain instruction on how to perform some task for the work or daily life.
c. To act in a play, play a game, do a puzzle.
d. To keep in touch with friends by correspondence or to understand business.
e. To know where on when something will take a place or what is available.
f. To know what is happening or has happened.
g. For enjoyment or excitement.
4. Strategy of Reading
There are many strategies used in reading activity. Those strategies will
make the readers easy to obtain the information as they need. According to
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lain: membaca sekilas, membaca sepintas dan membaca teliti.” It means reading
activity uses many strategies: skimming, scanning, and close reading.
a. Skimming
Skimming is reading type by way to cover or to explore the reading
materials to obtain the main idea quickly. Skimming is used by students to find
out something or to obtain the general impression from a reading material.
b. Scaning
Scanning is a glance technique but thoroughly with a purpose to find out
the specific information or certain information from reading materials. Scanning
technique depends on many purposes or questions that have been determined
before.
c. Close Reading
Close reading is a way and effort to obtain a full understanding of reading
materials. It is very important in the development of students’ knowledge. Close
reading strategy is a part of reading review. It must be realized that skills of
reading review is a necessary tool needed for reading materials.
On the other hand, Brown (2004: 306) gives the strategies for reading
comprehension. They are:
1. Identifying the purpose in reading
2. Skim the text for main idea
3. Scan the text for specifict information
4. Guess the meaning of words and a grammatical relationship (e.g. a pronoun
reference)
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Based on the previous elaboration above, it can be generated that reading
ability is a process to decoding the written symbol which involves a reader in
understanding the information from a text to find main idea, explicit and implicit
information, word references, and meaning of certain word based on the context.
There are several aspects of reading skill which lead to the indicators that students
or the readers are able to: (1) find main idea; (2) find explicit information; (3) find
implicit information; (4) find word references; and (5) find meaning of certain
word based on the context.
5. Steps of Teaching Reading
According to William (1996: 51) there are three main phases needed to
follow in teaching reading activity:
a. Pre-Reading Activity
There are some benefits of pre-reading activity such as to introduce and
arouse interest in the topic, to motivate learners by giving a reason for reading,
and to provide some languages preparation for the text. In some cases the
language made already has been introduced, or there may be no particular
language problem. In any case, language preparation does not mean that the
teacher should explain every possible word and structure and the text, but that
he/she should ensure that the learners will be able to tackle the text tasks without
being totally frustrated by language difficulties.
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This activities begins with the general understanding of text. The aims of
this phase are to help understanding of the writer’s purpose, to help the students in
understanding the text structure, and clarify text content.
c. Post-Reading Activity
The aims of post-reading activity are consolidate upon what has been read
and relate the text to the learners’ own knowledge, interests or views. Post-reading
activity may also include the reaction to the text and to the whilst-reading activity.
B.Semantic Mapping Strategy 1. Concept of Semantic Mapping
Semantic mapping is derived from the words semantic and maps. Hurford
and Heasley (1983:1) explain that the semantics is the study of meaning in
language. Mapping is derived from the word map. A semantic mapping, as
construction, has essentially two aspects: visual and conceptual. A visual
semantic map is made up of forms, such as circles, triangles, etc. Conceptual
semantic map contains verbal information inside and between the forms, which
represents relationship between the words/ideas (Fisher in Raiziene 2003: 193).
There are some definitions of semantic mapping proposed by some experts:
According to Sinatra (1986:4) defines semantic mapping as a graphic
arrangement how the major and minor ideas are related in a written work.
Further, semantic maps are graphic displays of word meaning that offers
the students a visual representation of how words and concept are related through
a network of organized knowledge (Heimlich and Pittelman in Antonnaci, 2011:
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A semantic map is an arrangement of shapes such as as boxes, rectangles,
triangles, circle, and so on, connected by lines which contains verbal information
within and between the shapes which create a pattern or relationship of ideas
(Fisher in Swee, et al., 2003: 56).
Antonnaci in Zaid (1995: 6) defines semantic mapping as a visual
representaion of knowledge, a picture of conceptual relationship. He also states
that semantic mapping might help in the conceptualization of paragraph and short
essays stucture.
Meanwhile, according to Balajthy (2003: 101) semantic maps are arrays
that depict a concept or term and the words related to the text. These arrays are
alternately called maps, semantic maps, or webs. A semantic map contains nodes,
drawn as circle, squares, or triangles, each of which contains a key word. Lines or
arrows connect the nodes.
In the researher’s undestanding, semantic mapping strategy is a graphic
array of knowledge which contains nodes, drawn as circle, squares, or triangles as
a key word which is connected by lines or arrows to show how words and concept
are related through a network of paragraph in comprehending a text.
2. The Use of Semantic Mapping
Generally, semantic mapping has been used in the following ways: (a) for
general vocabulary development; (b) for pre and post reading; (c) for the teaching
of a study skill; (d) for a link between reading and writing instruction; and (e) for
an assessment technique. Most types of semantic maps are used to developh
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terms, and draw relationship across the terms that are important for undertanding a
text. The purpose of semantic mapping is to show how a set of concepts,
examples, and attribute of a target concept are related (Balajthy 2003: 101). In this
case, the researcher emphasizes in applying this strategy in teaching reading.
Buis (2004: 11) states that mapping strategies can be used with
individuals, small group, or even entire class. Many of them are designed to have
students prepare and share new knowledge of words, phrases, sentences,
paragraphs, text, or discourse they have learned with a partner, other groups, or
individuals during center.
In creating semantic map, a key word or concept from the upcoming text is
placed on the chalkboard or on sheet of chart paper. The teacher leads discussion
about the word, in which students are asked to think of terms to describe the word.
Students might think this terms of description, function and relationship. In
developing the semantic map, words are listed on the board as they are
brainstormed before. Then, students are asked to illustrate the relationship
between each word by linking the words or phrases together with lines.
According to Widomski in Maggard (2012: 1) promotes a combination of
semantic mapping and directed reading activities to enable readers to make use of
schemata in achieveng a fuller understanding of a text. There are three
components in creating semantic maps: a core question or concept (a key word or
phrase is the main focus on the map), strands (subordinate ideas that help explain
or clarify the main concept, supports (details, inferences and generalization that
are related to each strand. Supports clarify the strands and distinguish one strand
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Meanwhile, Sinatra (1986: 5) descibes different formats of semantic map:
(1) the narrative sequential, format arranges information in several pararel
hierarchical strands; (2) the thematic or descriptive map displays elements and
details about person, place, or things around a central theme; and (3) the
comparative or contractive map, relationship among concepts by displaying how
class, examples, and attributes are related. The following is the example of
semantic mapping by Judy Casulli in Brisk (2000: 71):
raccoon skunk poecupin rabbit
[image:32.595.119.476.249.522.2]Iguana armadillo jaguar llma
Figure 2. 1. The example of semantic mapping.
The results of semantic mapping as described above could certainly
represent a schema about a subject, and it would more resemble students’ schema
for the subject (Johnson and Pittleman; 1986: 778-783). Therefore, the use of
semantic maps allows the learners to understand a reading text by making Animals in South
Pains Animals Jungle
Animal
Mountain Animals Desert
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connections, links, and exploring the basic process of all creative thinking by
individual, group, and entire the class.
3. Steps of Teaching Reading Using Semantic Mapping
Using semantic maps requires full participation by the students who are
engaged during the teachers-directed discussion. Students will be required to use
maps before, during, and after reading the text. The following are the steps
according to Antonnaci, et al., (2011: 19):
a. Before Reading
Prior to read a text, the teacher distributes the text to be read and carefully
selects the key words to be learned.
1) The teacher introduces the selected key words using the semantic word map
and guided discussion.
2) Using chart paper, the blackboard, or a software programme with a graphic
tool, draw the word map so that it is visible to the students. Write the topic or
main concept in the center of the map.
3) Distribute the semantic maps to the students.
4) Begin the prereading discussion that focuses on the content word. As students
respond to concept-related questions, write the word and students’ meaning
and responses on the map and direct students to do the same.
5) When the students fail to respond to the concept-related question, the teacher
should offer a contextual definition of the word that facilitates the students’
commit to user b. During Reading
As students read, they use their semantic maps to add to the meaning of
the words.
1) Before directing the students to read the text, the teacher provides a quick
review of the key words.
2) The teacher instructs the students to add the information from their readings to
clarify the meaning of key words. Then, the teachers encourages the the
students to note additional words that further explain the ideas from their
reading.
3) As the students read, the teacher reminds students to write down questions
about words that need clarification.
c. After Reading
The teacher engages students in an extended discussion on their reading,
focusing on the content words and their meanings.
1) The teacher directs the students to use their semantic maps during the
discussion of their reading.
2) As the students discuss the reading and the use the map as their guides, the
teacher directs them to clarify the information that they get from their
readings.
3) The teacher guides the discussion with questions that will help students to
further understand what they have read. As the students respond to the
question, the teacher notes their responses on the large semnatic map as they
commit to user 4. Advantages of Semantic Mapping
Antonnaci, et al., (2011: 20) explain the advantages of using semantic
mapping as follows:
a) Helping to developh word knowledge;
b) Helping to activate students’ prior knowledge;
c) Helping to determine how much building knowledge is required;
d) Helping to recall and organize information;
e) Helping the teacher to assess the students’ comprehension of the text;
f) Helping to encourage students to make personal or group connection to the
word.
5. Disadvantages of Semantic Mapping
In addition, this strategy has disadvantages for its use. The following are
disadvantages of using semantic map according to Eppler (2006: 201):
a) It is not easy to apply by beginner students; it requires extensive training.
b) It is difficult to find out the relation between the ideas.
c) The overall pattern does not necessarily assist memorability.
C.Lecturing Strategy 1. Concept of Lecturing
A lecturing is probably the oldest teaching strategy and is still used widely
used by many teachers in the classroom. A lecturing is an oral presentation
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Kelly (2012: 1) defines that lecturing is a teaching strategy where an
instructor is the central focus of information transfer. Typically, an instructor or
teacher will stand before a class and present information for the students to learn.
Sometimes, they will write on a board or use an overhead projector to provide
visuals for students. Students are expected to take notes while listening to the
lecture. Usually, very little exchange occurs between the instructor and the
students during a lecturing.
Westwood (2008: 18) states that lecturing is a valid strategy of teaching if
the main goal is to present key information to the students. Moreover, lecturing is
appropriate in universities and the upper levels of secondary school.
Furthemore, according to Mckeachie, et al., (1994: 54), lecturing is
particularly appropriate for helping students get up to date information on current
research and theories relevant to topics they are studying. Additionally, lecturing
sometimes usefully summarize material scattered over a variety of printed
sources.
Westwood (2008: 18) remarks that the main objection to lecturing is that
they imply the possibility of creating knowledge and understanding in students
simply by talking at them. In fact, the formal lecturing is the classic example of a
transmission strategy.
In short, lecturing strategy is the teacher-centered which focuses on
information transfer. It emphasizes on the teacher’s role in presenting information
by talking to students, while students are passive, they only receive the
commit to user 2. Steps of Teaching Reading Using Lecturing
A lecturing can be often be the best way to introduce a new material. Here
are the steps to teach reading using lecturing strategy modified from Cashin
(1985: 30):
a. The teacher distributes a text of reading material to all students in the class.
b. The teacher introduces the reading material.
c. The teacher gives a time to students to read silently.
d. The teacher gives the explanation of the lesson.
e. The teacher uses examples to illustrate each idea.
f. Teacher asks the meaning of some new words to the students, if they don’t
know the meaning, teacher will assist them.
g. Teacher distributes task and they will do the task individually.
h. Teacher monitors the activity.
i. Teacher makes crosscorrection of the result with the other students in the class.
j. Teacher discusses the answer of the task with the class and teacher writes down
the correct answer on the board.
3. Advantages of Lecturing
The following here are the advantages of lecturing according Cashin (1985:
85):
a. Lecturing can help communicate the enthusiasm of teachers for their subjects.
b. Lecturing can be specifically organized to meet the needs of particular
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c. Lecturing can present large amounts of information.
d. Lecturing can be presented to large students.
e. Lecturing can help the students in getting up-to date of information.
f. Lecturing appeal to those who learn by listening.
4. Disadvantages of Lecturing
Although the lecturing can be an effective and efficient teaching startegy, it
has a number of disadvantages, according to Cashin (1985: 87) as follows:
a. In lecturing students are often passive because there is no mechanism to ensure
that they are intellectually engaged with the material.
b. Students' attention wanes quickly after fifteen to twenty-five minutes.
c. Information tends to be forgotten quickly when students are passive.
d. Lecturing presumes that all students learn at the same pace and are at the same
level of understanding.
e. Lecturing requires effective speakers.
f. Lecturing emphasizes learning by listening, which is a disadvantage for
students who have other learning styles.
D. Teaching Reading Using Semantic Mapping Compared to Lecturing
In this research, the reseacher uses two strategies in teaching reading:
semantic mapping and lecturing. The following are the steps how to teach reading
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Table. 2. 1 Teaching Reading Using Semantic Mapping Compared to Lecturing
STEPS SEMANTIC MAPPING LECTURING Pre-
Reading Activity
1. The teacher explains the purpose of learning and the benefit of lesson.
2. The teacher introduces the material.
3. The teacher asks everything related to the topic being taught.
1. The
teacher explains the purpose of learning and the benefit of lesson.
2. The
teacher introduces the material.
Whilst-Reading Activity
4. The teacher distributes a text to be read and carefully selects the key words.
5. The teacher introduces the selected key words using the semantic word map and guided discussion and write the topic or main concept in the center of the map.
6. The teacher gives model the semantic maps to the students and directs the students to do same.
7. The teacher begins the pre-reading discussion that focuses on the content word.
8. Before directing the students to read, the teacher provides a quick review of the key words.
9. The teacher instructs the students to add the information from their readings to clarify the meaning of key words.
10.Then, the teachers encourages the the students to note additional words that further explain the ideas from their reading.
11.The teacher reminds students to write down questions about words that need clarification. 12.The teacher directs the students
to use their semantic maps during the discussion of their reading. 13.The teacher directs them to
clarify the information that they get from their readings.
14.The teacher guides the discussion with questions that will help students to further understand what they have read.
15.The teacher notes their responses on the large semnatic map as they take additional notes on their own map.
4. The teacher distributes a text of reading material to all students in the class class.
5. The teacher gives a time to students to read silently.
6. The teacher gives the explanation of the lesson.
7. The teacher uses examples to illustrate each idea.
8. Teacher asks the meaning of some new words to the students, if they don’t know the meaning, teacher will assist them.
9. Teacher distributes task and they will do the task individually. 10.Teacher monitors the activity. 11.Teacher makes crosscorrection of
the result with the other students in the class.
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Post-Reading Activity
16.Asking the students’ difficulties.
17.Giving the assingnment 18.Leave taking.
13. Reinforcing and summarizing the material which has been discussed. 14. Giving the assingnment
15. Leave taking.
E.Intelligence
1. The Concept of Intelligence
Intelligence is general term to describe human mind which covers many
interrelated abilities, such as the ability in solving the problem, reasoning,
planning, thinking abstractly to use language, conveying idea, understanding
ideas and learning. According to Carol (2012: 1) intelligence is capacity for
knowledge and the ability to acquire: capacity for reason, ability to comprehend
relationship, ability to evaluate and judge, and capacity for original and productive
thought.
Meanwhile, Gardner (1999: 6) states that human intelligence involves
skills of the problem solving which enable the individual to solve the problems, to
create an effective product, and to have awork for the acquisition of new
knowledge.
Further, Santrock (1990: 115) states intelligence is problem-solving skills,
the ability to adapt and to learn from life’s every day experience. Vygotsky in
Santrock (1990: 115) says that intelligence is the ability to use the tools of the
culture with help for more- skilled individual.
Later on, Thordike in Djaali (2007: 64) defines intelligence as
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of truth or fact. According Terman in Djaali (2007: 64) intelligence is the ability
to carry on abstract thinking.
From the theories above, it can be summarized that intelligence is human’s
ability to use his knowledge in learning a new knowledge, solving the problem,
making good responses from truth or fact, carrying abstract thinking, adapting and
learning from the experience, and evaluating and judgment.
2. Theories and Types of Intelligence
Intelligence is one the most talked about subject within psychology. Some
researchers have suggested that intelligence is a single, general ability, while other
believe that intelligence includes a range of aptitudes, skills and talents. Cherry
(2012: 1) states that the following are some of the major theories and types of
intelligence:
a. Charles Spearman - General Intelligence
British psychologist Charles Spearman (1863-1945) described a concept he
referred to as general intelligence, or the g factor. After using a technique known
as factor analysis to to examine a number of mental aptitude tests, Spearman
concluded that scores on these tests were remarkably similar. People who
performed well on one cognitive test tended to perform well on other tests, while
those who scored badly on one test tended to score badly on others. He concluded
that intelligence is general cognitive ability that could be measured and
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b. Louis L. Thurstone - Primary Mental Abilities:
Psychologist Louis L. Thurstone (1887-1955) offered a differing theory of
intelligence. Instead of viewing intelligence as a single, general ability,
Thurstone's theory focused on seven different primary mental abilities. The
abilities that he described are: verbal comprehension, reasoning, perceptual speed,
numerical ability, word fluency, associative memory, and spatial visualization.
c. Howard Gardner - Multiple Intelligences:
One of the more recent ideas to emerge is Howard Gardner's theory of
multiple intelligences. Instead of focusing on the analysis of test scores, Gardner
proposed that numerical expressions of human intelligence are not a full and
accurate depiction of people's abilities. His theory describes eight distinct
intelligences that are based on skills and abilities that are valued within different
cultures. The eight intelligences Gardner described are: visual-spatial Intelligence,
verbal-linguistic Intelligence, bodily-kinesthetic Intelligence,
logical-mathematical Intelligence, interpersonal Intelligence, musical Intelligence, intra
personal Intelligence, and naturalistic Intelligence.
d. Robert Sternberg - Triarchic Theory of Intelligence:
Psychologist Robert Sternberg defined intelligence as mental activity
directed toward purposive adaptation to, selection and shaping of, real-world
environments relevant to one’s life. While, he agreed with Gardner that
intelligence is much broader than a single, general ability, he instead suggested
some of Gardner's intelligences are better viewed as individual talents. Sternberg
proposed what he refers to as 'successful intelligence, which is comprised of three
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1) Analytical intelligence: This component refers to problem-solving abilities.
2) Creative intelligence: This aspect of intelligence involves the ability to deal
with new situations using past experiences and current skills.
3) Practical intelligence: This element refers to the ability to adapt to a changing
environment.
Whereas, Gardner (2012: 1) breaks intelligence down into nine different types
are as follows:
a. Naturalist Intelligence (Nature Smart)
Showing the human ability to discriminate among living things (plants, animals)
as well as sensitivity to other features of the natural world (clouds, rock
configurations). This ability was clearly of value in our evolutionary past as
hunters, gatherers, and farmers; it continues to be central in such roles as botanist
or chef. It is also speculated that much of our consumer society exploits the
naturalist intelligences, which can be mobilized in the discrimination among cars,
sneakers, kinds of makeup, and the like.
b. Musical Intelligence (Musical Smart)
Musical intelligence is the capacity to discern pitch, rhythm, timbre, and
tone. This intelligence enables us to recognize, create, reproduce, and reflect on
music, as demonstrated by composers, conductors, musicians, vocalist, and
sensitive listeners. Interestingly, there is often an affective connection between
music and the emotions; and mathematical and musical intelligences may share
common thinking processes. Young adults with this kind of intelligence are
usually singing or drumming to themselves. They are usually quite aware of
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c. Logical-Mathematical Intelligence (Number/Reasoning Smart)
Logical-mathematical intelligence is the ability to calculate, quantify,
consider propositions and hypotheses, and carry out complete mathematical
operations. It enables us to perceive relationships and connections and to use
abstract, symbolic thought; sequential reasoning skills; and inductive and
deductive thinking patterns. Logical intelligence is usually well developed in
mathematicians, scientists, and detectives. Young adults with lots of logical
intelligence are interested in patterns, categories, and relationships. They are
drawn to arithmetic problems, strategy games and experiments.
d. Existential Intelligence
Sensitivity and capacity to tackle deep questions about human existence,
such as the meaning of life, why do we die, and how did we get here.
e. Interpersonal Intelligence (People Smart)
Interpersonal intelligence is the ability to understand and interact effectively
with others. It involves effective verbal and nonverbal communication, the ability
to note distinctions among others, sensitivity to the moods and temperaments of
others, and the ability to entertain multiple perspectives. Teachers, social
workers, actors, and politicians all exhibit interpersonal intelligence. Young
adults with this kind of intelligence are leaders among their peers, are good at
communicating, and seem to understand others’ feelings and motives.
f. Bodily-Kinesthetic Intelligence (Body Smart)
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a variety of physical skills. This intelligence also involves a sense of timing
and the perfection of skills through mind–body union. Athletes, dancers, surgeons,
and craftspeople exhibit well-developed bodily kinesthetic intelligence.
g. Linguistic Intelligence (Word Smart)
Linguistic intelligence is the ability to think in words and to use language to
express and appreciate complex meanings. Linguistic intelligence allows us to
understand the order and meaning of words and to apply meta-linguistic skills to
reflect on our use of language. Linguistic intelligence is the most widely shared
human competence and is evident in poets, novelists, journalists, and effective
public speakers. Young adults with this kind of intelligence enjoy writing,
reading, telling stories or doing crossword puzzles.
h. Intra-personal Intelligence (Self Smart)
Intra-personal intelligence is the capacity to understand oneself and one’s
thoughts and feelings, and to use such knowledge in planning
and directioning one’s life. Intra-personal intelligence involves not only an
appreciation of the self, but also of the human condition. It is evident in
psychologist, spiritual leaders, and philosophers. These young adults may be
shy. They are very aware of their own feelings and are self-motivated.
i. Spatial Intelligence (Picture Smart)
Spatial intelligence is the ability to think in three dimensions. Core
capacities include mental imagery, spatial reasoning, image manipulation, graphic
and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters,
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intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time
drawing or daydreaming.
3. Factors Affecting Intelligence
According to Cherry (2012: 5) there are three main factors that influence
intelligence:
a. Genetics
b. Biology and Biochemistry, there are a wide range of biological factors that can
impact intelligence.
c. Environment, there are a number of environmental factors that impact child
cognitive development: demographics, poverty, bird order, childhood trauma,
environmental stress, and parenting.
On the other hand, Carol (2012: 7) states that factors affecting intelligence
are listed below:
a. Heredity and Environment:
Heredity provided the physical body to be developed with certain inherent
capabilities while environment provides for the maturation and training of the
organism. In 1940 Newman concluded that variations in I.Q. were determined
about 68% by heredity and 32% by environment. During an individual’s life time
variation in I.Q. is due to environment, since the heredity cannot change.
Improved nutrition health, an stimulus situations would account for this change.
Environment of children ages 2 to 4 years appears to be critical since the child
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b. Age:
A person who bright or dull in childhood tends to remain bright or dull
throughout his life. Growth intelligence can continue through the early twenties,
person achieves his maximum 10 at about 20 years are and remain stable till 10
years and decreases after that. Some abilities remain constant while others decline
rapidly due to decline in physical efficiency. It is observed that the more
intelligent person has more rapid of mental growth and continues to develop
longer than does the mentally less able.
c. Race and Nationality:
There is no prominent evidence to show that race in a factor for
determining intellectual level. Difference exist between families are due to
environment. The differences in races are also due to opportunity for training in
early years. All evidence indicate that there is little or no difference in inherited
intellectual capacity due to race. There are differences, mostly due to
opportunities for training and learning. The idea of inferior races due to heredity is
not true.
d. Culture:
Answering in intelligent test question are highly cultural. Cultural will
determine the degree of a person’s attitude and abilities.
e. Health and Physical Development:
Physical and mental health is related to one’s ability to gain desired
achievement. A mental activity with delicate health, one may not possess enough
energy to engage in mental activity to the extent that he achieves success. Physical
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handicaps many interfere with observable intelligent behavior. Diseases also
affect intelligence. Emotional bodies may interferes one’s ability. Unfavorable
health affects mental status of the individual.
f. Sex:
It is a popular belief that boys are suppose to be more intelligentthan girls.
The research studies have shown that there is no significant differences between
the sexes, on the average, girls seems to show slight superiority in language,
memory and appreciation. Differences in intelligence are caused partly by
environmental conditions.
g. Social and Economic Conditions:
Home plays a significance role in the early developmental years. Home
conditions influence on behaviours attitude. The financial status or the parents,
neighborhood and environmental conditions also affect on the intelligence but due
to their soci-economic status. Mentally defective, People (Feeble – minded):
Individuals whose I.Q.’s are below 70 they are called as mentally defective or
feeble – minded people. They suffer from mamentia or luck of mind.
But nowdays, nearly all psychologists recognize that both heredity and
enviromnet play a great role in determining intelligence. It now becomes matter of
determining exactly how much of an influence each factor has.
Based on the previous quotations above, it can be concluded that
indicators of intelligence are the general mental of individual to learn a new
knowledge, solve the problem, make good responses from truth or fact, carry
commit to user F. Review of Related Research
Kamal Muhtar (2010) conducted a classroom action research entitled
“Improving Students’ Reading Comprehension through Semantic mapping Strategy’. The subject of this research is the eighth grade students of SMPN 1
Sine in the academic year of 2009/2010. It was conducted for about two years.
The objective of the research was to examine whether the use of semantic
mapping strategy can improve the students’ reading comprehension. The results of
the research showed that semantic mapping strategy was able to improve the
students’ reading comprehension and the class situation also improved. The class
became more enjoyable and fun. The students became more active individually
and in group. There were some advantages of using semantic mapping strategy in
teaching-learning of reading as follows: (1) using the semantic mapping strategy
in the pre-reading phase could stimulate the students’ prior knowledge
(schemata); (2) using the semantic mapping strategy in the whilst-reading phase
helped the students to record the information obtained from the text; and (3) using
the semantic mapping strategy in the post-reading phase provided the students
with an overall description about the text.
Swee et. al. (2003) in the article entitled “Developing Reflective and
Thinking skills by Means of Semantic Mapping Strategis in Kindergarten Teacher Education” concluded that the use of semantic mapping strategies as a tool for develophing reflective and thinking startegies among kindergarten
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