Tesis

Using semantic mapping technique to improve reading ability of IX - grade students of MTs Maarif Sukorejo - Pasuruan / Robet Aprillianto

Abstrak
ABSTRACT Aprillianto Robet. 2009. Using Semantic Mapping Technique to Improve Reading Ability of IX - Grade of MTs Maarif Sukorejo - Pasuruan. Thesis Graduate Program in English Language Education State University of Malang. Advisors (I) Prof. Bambang Yudi Cahyono M.Pd M.A. Ph.D. (II) Dr. Suharmanto M.Pd. Keywords reading comprehension English texts semantic mapping technique. This study was carried out based on the problems faced by the researcher as the English teacher at MTs Sukorejo - Pasuruan. The result of the preliminary study at the IX Grade showed that the students achievement in comprehending English texts was still unsatisfactory. Besides they had low involvement to participate in the reading activities. To solve the problems the technique called semantic mapping was chosen. The research problems of this study (1) How can semantic mapping technique improve the reading ability of the IX Grade students of MTs Maarif Sukorejo (2) How can semantic mapping technique improve the involvement of IX Grade students of MTs Maarif Sukorejo Pasuruan in reading comprehension activities The study employed a collaborative action research design which was intended to improve both reading comprehension and involvement in reading comprehension activities of IX Grade students of MTs Maarif Sukorejo through semantic mapping technique. The technique is selected since it helps students in enabling to comprehend English texts effectively. Further the technique has been proven through many studies to have been able to improve the students reading comprehension achievement. The subjects of this research were 36 students (IX A Grade) of MTs Maarif Sukorejo Pasuruan in the 2008/2009 academic year. This research study was conducted in two cycles by following the procedure of action research i.e. planning implementing observing and reflecting. Each cycle of the research study encompassed three meetings of the technique implementation and one meeting for the quiz. The data of this research study were obtained through reading quizzes observation checklist and field notes at the end of the cycle. The findings of the study showed that the appropriate procedure of semantic mapping technique in teaching reading comprehension consisted of the following steps (1) explaining the students to the specific goals of learning and leading the students to the topic by showing pictures (2) asking the students to make a group and discuss unfamiliar vocabularies (3) asking the students to find information related with the topic by questioning the pictures (4) asking the students to map the information or write the information down in the form of phrases in the circles of mapping (5) informing the students to read a text silently (6) explaining and asking the students to find and discuss unfamiliar vocabulary meanings contextually in a group (7) asking the students to find important detailed information of a text by questioning and put the information in the form of phrases into the circles of mapping (8) asking the students to find and discuss the center of idea or topic in a paragraph by classifying and categorizing with lines then write it into a sentence as a main idea of paragraph (9) guiding the students to find other vocabulary meanings contextually important detailed information and main idea in the next paragraphs (10) asking the students to find a topic of a text by identifying the information in the form of phrases or words which frequently appear in the mapping as a topic of the text (11) asking the students to share and complete mapping with other group by comparing with own group mapping (12) asking to the students to answer the reading comprehension questions individually then discuss or compare in a group (13) asking to students to present the answers of reading comprehension individually (14) asking the students to make a summary of a text they have learnt and (15) giving feedbacks to the students by checking the right answers of the previous reading comprehension questions. Furthermore the findings of this research study indicate that the semantic mapping technique is successful in improving both the students ability in comprehending English texts (report texts) and the students involvement in reading activities. The improvement can be seen from the increase of students mean scores and the students individual score percentage from preliminary study to Cycle 2. The students mean score had improved greatly from 35.00 to 68.33. Besides The students individual score percentage had achieved to a great extent from 0% to 44.44% equal or greater than 70. Those scores obtained by the students in the two cycles were shown by reading comprehension tests or quizzes. Dealing with the students involvement most of students (93.75%) were involved actively in the reading activities in the third meeting of Cycle 2. The students involvements in reading activities were shown by the observations checklists and field notes. Based on the effectiveness of the implementation of semantic mapping technique in comprehending English texts it is suggested that the English teachers should focus on the followings aspects in the reading activities (1) preparing the aiding tools or pictures in the brainstorming activities (2) combining the semantic mapping technique with other reading technique (questioning) in order to find important detailed information (3) asking the students to find vocabulary meaning contextually in order to get the right meaning of words in a text (4) asking the students to identify the center of idea or main idea of a paragraph by categorizing and classifying the information in the map with lines (5) asking the students to identify the frequent words or phrases as the topic of a text (6) explaining the students individual tasks in a group clearly and (7) asking the students to make a summary of a text and present it in the classroom. To the future researcher teachers particularly those who are interested in applying semantic mapping technique in their research it is suggested that they conduct classroom action research and implement this technique in the teaching of reading to other English text types (descriptive narrative recount procedure) and other language skills for instance writing.

Informasi Detail

DDC

Rt 428.407 APR u

Prodi

Universitas Negeri Malang. Program Studi Sastra dan Bahasa Inggris, 2009.

Deskripsi Fisik

xiii, 162 lembar : il. , tab. ; 30 cm.

Bahasa

No Reg

00335/KI/10

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2009

Subjek

1. BAHASA INGGRIS - MEMBACA PEMAHAMAN, TEKNIK

Pembimbing

1. Bambang Yudi Cahyono 2. Suharmanto

Lampiran Berkas