THE INFLUENCE OF THE USE OF SEMANTIC MAPPING TECHNIQUE ON STUDENTS' READING COMPREHENSION IN THE ELEVENTH GRADE OF SMA MUHAMMADIYAH 1 PURBOLINGGO. This means that there is a positive and significant influence of using semantic mapping technique on students' reading comprehension in the eleventh grades at SMA Muhammadiyah 1 Purbolinggo.
INTRODUCTION
- Problem identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the study
Based on the above problem, the researcher would like to investigate whether there is an impact of using semantic mapping on the reading comprehension of eleventh grade students of SMA Muhammadiyah 1 Purbolinggo. Exploring the impact of using semantic mapping on students' reading comprehension.
THE REVIEW OF RELATED THEORY
Semantic mapping
Furthermore, Heimlich and Pittelman explain that a semantic map is a graphical display of word meanings that provides students with a visualization. Based on the explanation above, we can know that when semantic mapping is used as a pre-reading strategy, it helps to activate the students' prior knowledge. The semantic mapping technique is used to motivate and engage students in aspects of thinking, reading and writing.
The teacher can lead a semantic mapping activity before reading to introduce key terms, to activate prior knowledge and as a review. Based on the above figure, it can be concluded that semantic mapping can be applied in the process of reading comprehension. If students' reading score is good, then semantic mapping can affect students' reading comprehension.
If students' reading score is poor, then semantic mapping cannot affect students' reading comprehension. The formulation of the hypothesis as follows: "Any influence of the use of semantic mapping on the reading comprehension of students in the eleventh grade of SMA Muhammadiyah 1 Purbolinggo". Moreover, based on the theoretical review, to measure the researcher gives the semantic map as a treatment in teaching reading comprehension.
This method is used to measure the use of semantic mapping technique on reading comprehension by pre-test and post-test.
Documentation
A test is a sequence of statements or questions used to measure the skills, knowledge, intelligence, ability or talent possessed by an individual or group.34 The test will be organized using multiple choices. The pre-test was given to know the reading comprehension of the students before the treatment and the post-test was given to know the reading comprehension of the students after the treatment. Documentation can be defined as a method used to obtain information from written language/documentation (eg: book, journal, note, etc.).
The researcher uses the documentation method to obtain detailed information about the condition of the teacher, employers and organizational structure of SMA Muhammadiyah 1 purbolinggo in the academic year 2010/2011.
Observation
Research instrument
The instrument in this research is designed and adapted to the indicators that have been specified. An instrument is a measurement scale that will be used to decide on the use of an instrument standard. Furthermore, instrument calibration is the inspection or inspection of the instrument elements made by the researcher.36 From the above quote, it can be concluded that the instrument calibration is the measurement scale that will be used to inspect or inspect the instrument elements made by the researcher.
Multiple choice test is used as its marking is quick, simple and most importantly reliable. Kusnadi said that "construct validity (logical validity) demonstrates that the ranked instrument is based on theoretical construction about the measured factors in the research variable.37 This means that construct validity or logical validity is used to evaluate whether the instrument is the theoretical of variables. Kusnadi states that "reliability is the index that demonstrates at what level an instrument can be trusted or pledged."38 In other words, reliability refers to the level of reliability of thing.
This means that, if the instrument is reliable, the result data will be reliable or trustworthy. In this research, the researcher tested the instruments first before using them on the real sample to maintain its reliability.
Data analysis technique
RESULT OF THE RESEARCH
Research Variable Data
The researcher used objective test with multiple choice test to measure students' reading comprehension, which consists of 20 items, each item consists of four options (A, B, C, D and E). The result of the pretest in the eleventh grade (control grade) in the academic year 0f 2011/2012. The result of the pretest in the eleventh grade (experimental grade) in the academic year 2011/2012.
The result of Posttest at eleventh grades (control class) By SMA Muhammadiyah 1 purbolinggo. From the above table it appears that 66.7% of the students (control class) have reached the minimum standard (KKM), i.e. 70. The result of the Posttest in the eleventh grades (experimental class) In the academic year 2011/2012.
From the table above shows that 93.3% of the students (experimental class) achieved minimum standard (KKM) which is 70. This means that semantic mapping technique can be a good reading technique in students' reading comprehension.
Hypothesis Testing
Table preparation to prove whether the use of semantic mapping technique has an impact on the reading comprehension of students in the eleventh grade of SMA Muhammadiyah 1 Purbolinggo in the academic year 2011/2012. The post-test result of the experimental class and the control class in the eleventh grade of SMA Muhammadiyah. The above table showed that the mean score of the control class was 69.8485, the standard deviation was 11.21417 with total sample of 33 and the mean standard error was 1.95214.
Interpretation
Discussion
Text comprehension is not an easy thing, but readers need strategies in reading comprehension. Many of the reading comprehension strategies associated with the highest effect sizes for student learning. From these statements it can be seen that the indicators of reading comprehension are: 1) Asking the student questions about what he or she has read is the most commonly used form of guidance in reading comprehension.
Without vocabulary mastery, readers will not know the meaning of the text, and the role is also basic knowledge. c. Factors in reading comprehension. Reading is an interactive process that involves what is in the reader's head and what is on the printed page.22 Reading comprehension involves much more than readers' responses to text. There are two factors in reading comprehension that involve the reader's prior knowledge and the coherence and structure of the text. a.
The structure of the text can be analyzed on three main levels: 1). sentence level, 2). paragraph level, 3). The independent variable as the influencing variable is semantic mapping, and the dependent variable as the effect variable is students' reading comprehension. 32 Yogesh Kumar Singh, Op.Cit., p.86. mapping in the learning process of reading, and the control class as a class that did not use semantic mapping in the learning process of reading, and all this action was to know if the use of semantic mapping has significant impacts on students' reading comprehension.
Dependent variable in this research is the reading comprehension which is defined as the process of reading activity to get clear information about the subject. This means that the students reading comprehension are the students who understand the content of reading text that the teacher gave it to them. Reading comprehension is a process of understanding writing or searching for meaning, using our knowledge of the word or of text to understand new thing we read.
Limitation
This is considered higher than the average scores obtained by the students in the control group, which is only 69.84. Consequently, the null hypothesis "That there are no statistically significant differences at (α=.05) between the experimental and the control group that can be attributed to the semantic mapping strategies" is rejected while the alternative one "that there are statistically significant differences at (α =.05) between the experimental and the control group which can be attributed to the semantic mapping strategies" is accepted. Time allocated for any reading task should be limited and agreed upon so that students know how to read in an effective way by using the semantic mapping strategy to plan their reading.
Students need modeling for teaching reading using the semantic strategy; therefore, teachers should introduce students to the strategy of semantic mapping by providing them with several models of maps. Based on the analysis and result of this research, the researcher concluded that the semantic mapping technique is a good technique in teaching the reading process to eleventh grade students of SMA Muhammadiyah 1 Purbolinggo because it can affect the reading comprehension of students. Semantic mapping technique can be as an alternative choice in teaching reading comprehension, this can be seen from the critical "t-observed" value.
This means that there is an impact of using semantic mapping technique on students' reading comprehension of eleventh graders of SMA Muhammadiyah 1 Purbolinggo. We recommend the school to further study the use of semantic mapping in teaching reading and comprehension text so that students can focus more when reading because the classroom is a quiet situation.
CONCLUSION AND SUGGESTION
Suggestion
- Table of the result of data pre survey
- Table of the total population
- Table of the calculation of analysis item
- Table of the calculation of reliability test
- Table of the number of Infrastructures
- Table of the frequency distribution of students’ score in pre-test
- Table of the frequency distribution of students’ score in post-test
- Table of the authentic differences between pre-test and post-test
- Table of the result of data out put from SPSS
And also the teacher must choose the suitable technique in the teaching of English, especially in the reading class so that the student can understand the material delivered by the teacher, because through an effective technique in the teaching of learning, it can make the student automatically improves their motivation in the learning process and this can make them give their best effort to accept the material taught by the teacher. The students should be more active in learning English, if they don't understand about their lesson delivered by their teacher, they should ask the teacher. The students must choose the best strategy and technique in reading that enables them to understand text more easily.
The researcher hopes that this research can make a contribution to the school, such as a reference for further studies in learning reading comprehension. Buis, Killie, Making words stick: strategies that build vocabulary and reading comprehension in the elementary grades, Canada: Library and Archives, 2004 Cooper, J. Krull, Edgar, Theory and practice in today's teacher education, Trames; Journal of the Humanities and Social Sciences, Vol 9, No 2, 2005.
