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Create By: Alexandro Sampel Fangga Ardika Pratama M. Riyan Fauzi Prenki

This document describes a study that examined using semantic mapping to improve Indonesian high school students' reading comprehension. The study involved 32 students who were taught reading passages using semantic mapping strategies like brainstorming and categorization. Tests before and after the intervention showed students' reading comprehension scores improved, with 87.5% of students passing after using semantic mapping compared to 43.75% initially. Observations also found students were more engaged and motivated during lessons using semantic mapping. The results suggest semantic mapping is an effective strategy to improve both reading skills and classroom participation.

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69 views17 pages

Create By: Alexandro Sampel Fangga Ardika Pratama M. Riyan Fauzi Prenki

This document describes a study that examined using semantic mapping to improve Indonesian high school students' reading comprehension. The study involved 32 students who were taught reading passages using semantic mapping strategies like brainstorming and categorization. Tests before and after the intervention showed students' reading comprehension scores improved, with 87.5% of students passing after using semantic mapping compared to 43.75% initially. Observations also found students were more engaged and motivated during lessons using semantic mapping. The results suggest semantic mapping is an effective strategy to improve both reading skills and classroom participation.

Uploaded by

made
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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IMPROVING READING

COMPREHENSION THROUGH
SEMANTIC MAPPING STRATEGY
FOR INDONESIAN SENIOR HIGH
SCHOOL STUDENTS

Create by:
1. Alexandro Sampel
2. Fangga Ardika Pratama
3. M. Riyan Fauzi
4. Prenki
Introduction
 What is semantic mapping ?
 Semantic mapping can be an appropriate
strategy to improve both students’
reading comprehension and classroom
situation
METHOD

 Participant and Contexts


 Design and Procedures
◦ Phase One: Planning
◦ Phase Two: Acting
◦ Phase three: Observing
◦ Phase Four: Reflecting
• Research Instruments and Data Analysis
Participant and Contexts

 The participants for this study were 32


tenth grade students of class XB of Senior
High School Number 5 Bengkulu City
consisted of 18 females and 14 males.
Design and Procedures
 Phase One: Planning
In the planning phase, researcher did some
basic activities, like arranging the research
schedule, creating the lesson plan, selecting
the texts according to students’ level of
knowledge, making the tests that will be
given to the students, and preparing the
observation sheet and field notes.
Phase Two: Acting
Acting stage is the time on which the
researcher applied the selected strategy, which
was semantic mapping. Zaid (1995) addressed
five phases of semantic mapping procedures as
below:
 Introducing the topic.
 Brainstorming
 Categorization.
 Personalizing the map.
 Post-assignment synthesis.
Phase three: Observing
Observation was done by the to see the
implementation of acting stage by using the
checklist and taking some notes in case
there are some things that cannot be
covered by the checklist.
Phase Four: Reflecting

After getting the detail overview about the


problems that faced on the application of
semantic mapping strategy, researcher
repeated the cycle if needed until the
indicator of success was achieved.
Research Instruments and Data
Analysis
 Research Instruments and Data Analysis In collecting the data of
the research, the researcher used two instruments that are test
and field notes/recording.
 The first test was given to get the baseline data of the students
score before explained about semantic mapping strategy.
 The second test was given at the end of the cycle after the
students already taught how to use the semantic mapping strategy
to see their reading comprehension progress. Moreover, the
following is indicators of success from an action in this classroom
action research, they are:
 a. More effective learning process in the classroom and students’
positive attitudes (motivation, interest, enthusiasm, engage actively
in the reading activity) during the implementation of Semantic
Mapping that will be proven by observation using observation
checklist and field notes.
 b. Semantic Mapping strategy can improve students’ reading
comprehension with the percentage of the students who reached ≥
77 is 80% of the total students.
FINDINGS AND DISCUSSION
 Description of the Cycles
 a. Cycle I
◦ Cycle 1 was done based on the observation
of the classroom situation done on the first
week
 b. Cycle II
◦ Cycle II was done based on the result of the
reflection of Cycle
 Table 1: Result of the Students’ Reading Comprehension Test in the
End of the Cycle II

Criteria (based on the Number of the Students Percentage

passing grade ≥77) (from 32 students) (%)

Passed 28 87.5%
Failed 4 12.5%

 Table 2:The Students’ Reading Comprehension Improvement

Improvement of the students who passed the test out of 32 students

Baseline Data Final Result


43.75% 87.5%
Chart 1: Chart o f the Students’ Passing Improvement Percentage

Students' Passing Improvement Percentage

100%

90%

80% Passed; 87,50%

70%

60%

50% 56,25%

40%
Passed; 43,75%
30%

20%

10%
12,50%
0%

Baseline Data Final Result


Observation Result

 The classroom action research was not only


about the improvement of the score, but it also
considers the teaching and learning process as an
important part to see the successfulness of the
chosen strategy. Therefore, observation was done
during the implementation of the strategy. The
thing that was observed was students’ attitude
during the learning process. The students also
showed better motivation, interest, participation,
and enthusiasm toward the learning process
proven by the results of the observation.
DISCUSSION

 The result of this research was compared to


some theories and related studies to see
whether there was similarity or difference.
The findings of this research showed the
improvement of the students’ reading
comprehension and the students’ attitude
(motivation, interest, enthusiasm, engage
actively in the reading activity) during the
teaching and learning process. These findings
support the theories of how semantic
mapping strategy helps improving
comprehension and students’ attitude
EXAMPLE
Conclusion
 In conclusion, it could be said that semantic
mapping strategy can improve students’
reading comprehension by motivating them
to be active readers and to engage actively in
the classroom activities. It also trains the
students to activate their prior knowledge,
to see relationship among the ideas in the
text, and allows students to connect
previous knowledge with new knowledge,
thereby expanding their reservoir of
knowledge through that interrelationship.
Conclusion
 Based on the result of the research, the researcher
concluded that semantic mapping is one of the good
strategies to improve students’ reading
comprehension.
 Semantic mapping is also an appropriate strategy to
improve the classroom situation.
 By using semantic mapping strategy, the students are
trained to activate their prior knowledge and to see
the relationship between the ideas of the text which
help them to comprehend the text better.
 Semantic mapping strategy helps the students to
compare and relate the information they have before
and after reading the text easier.

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