The Effect of Semantic Mapping Strategy Instruction on EFL Elementary Stage Students' Vocabulary Acquisition

2016 ◽  
Vol 27 (108 Part 2) ◽  
pp. 521-554
Author(s):  
Hussein El-Ghamry Mohammad Hussein
Keyword(s):  
Vocabulary Acquisition ◽  
Strategy Instruction ◽  
Semantic Mapping ◽  
Elementary Stage ◽  
Mapping Strategy

Memorization versus semantic mapping in L2 vocabulary acquisition

ELT Journal ◽  
2013 ◽  
Vol 67 (2) ◽  
pp. 199-209 ◽  
Author(s):  
R. Khoii ◽  
S. Sharififar
Keyword(s):  
Vocabulary Acquisition ◽  
Semantic Mapping ◽  
L2 Vocabulary

scholarly journals CLASSROOM ACTION RESEARCH: Using Semantic Mapping in Teaching Descriptive Paragraph

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Dahler Dahler
Keyword(s):  
Action Research ◽  
Semantic Mapping ◽  
The Third ◽  
Mapping Strategy ◽  
Class D ◽  
Writing Skill ◽  
Mapping Process ◽  
Field Notes ◽  
Classroom Action Research ◽  
Writing Tests

This classroom action research conducted to 38 participants at the seventh grade class D of SMPN 29 in2011/2012 academic years. It tries to improve their writing skill by applying semantic mapping strategy. Theresearcher collecting writing tests, observations, field notes, and interview as the instrument. The date reveals that improvement exists after the treatment on the students' writing skill. The data indicates that some factors influenced their improvement. The first was brainstorming process that led them easy to convey and think about the ideas. The second was the categorization process that made them easy to determine kinds of the idea. The third was the mapping process made them easy to write a good descriptive paragraph. The last was the teacher’s roles facilitated them to have an effective class.

scholarly journals READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

2019 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Durratul Hikmah ◽  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Comprehension Skill ◽  
Mapping Strategy ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment.  The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

scholarly journals A Comparative Study Between Frayer Model And Concept Mapping Strategy to Enhance Students’ Vocabulary Acquisition

2020 ◽  
Vol 5 (1) ◽  
pp. 39-66
Author(s):  
Nelson Balisar Panjaitan ◽  
Hana Monica Sihotang
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
Teaching Strategies ◽  
Vocabulary Acquisition ◽  
Model Concept ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Mean Differences ◽  
Initial Score

Abstract This study intends to find out what is the initial knowledge of the students before they were treated using Frayer Model and Concept Mapping Strategy, ascertain of the significant difference between these two teaching strategies, and to know the responses of the students after they were taught using Frayer Model and Concept Mapping Strategy are the aims of this research. This is a quantitative study with comparative design to know the students’ vocabulary acquisition test. The research instrument of this study is pre-and-post-test. This study was conducted among eleventh grader students at SMAN 1 Parongpong. The results of this study showed that the initial score for both respondents are quite similar with the score for FM group which is 30.50 and for CMS group which is 33.40. It is also known that there is a significant difference in students’ vocabulary acquisition between students who are taught with Frayer Model and those who are taught with Concept Mapping Strategy showed by the result of the mean differences from both groups are 0.000 < 0.05. The questionnaire’s result also supports that both teaching strategies are eligible to be applied in teaching active and passive voice construction with the score for FM class which is 55% and for the CMS class which is 80%, it can be categorized as “Good”. It implies that the implementation of Frayer Model and Concept Mapping Strategy enhances student’s vocabulary acquisition.   Keywords: Language Proficiency, Vocabulary Acquisition, Frayer Model, Concept Mapping Strategy

scholarly journals The Effect of Semantic Mapping and Question Generation Teaching Strategies on English as a Second Language Tertiary Students’ Reading achievement

2020 ◽  
Author(s):  
Sabah Salman Sabbah
Keyword(s):  
Second Language ◽  
Reading Achievement ◽  
Instructional Material ◽  
Teaching Strategy ◽  
T Test ◽  
The Other ◽  
Semantic Mapping ◽  
Validity And Reliability ◽  
Question Generation ◽  
Mapping Strategy

This study aimed at investigating the effect of two strategies of teaching reading: ‘semantic mapping’ and ‘question generation’ on the reading achievement of a sample of 40 female students enrolling in two classes in Level 2 English as a Second Language Foundation Program at the Community College of Qatar. The researcher of the current study tried to find ways to help solve the problems of students’ low achievement in reading comprehension tests. Convenient sampling was used to select the two classes as the researcher herself was teaching them. The two classes of 20 students each constituted two experimental groups. One class was taught by the semantic mapping strategy, and the other was taught by students’ question-generation strategy. A pre-posttests design was used in both experimental groups. T-test computed on the pretests in both classes revealed that the groups were equivalent. The researcher established the validity and reliability of all the components of the study: the pre-posttest and the instructional material. The instructional material selected for the intervention consisted of four extra expository texts, which are not written in students’ textbooks. After analyzing students’ results on the pre-post tests using two T-Test statistical analyses, it was found out that there were significant differences in the mean scores of each group on the pre-post tests, which reveals that each individual strategy has significantly influenced the group achievement. In order to investigate which teaching strategy was significantly better than the other was a third T-test on the post-tests, mean scores in both groups were computed. The results were in favor of the experimental group, which was taught by the Semantic Mapping Strategy. In light of these findings, the researcher suggested several recommendations directed to ESL instructors, curricula designers, and researchers

scholarly journals PENINGKATAN KEMAMPUAN MENULIS DESKRIPSI DENGAN STRATEGI MODELLING

2018 ◽  
Vol 1 (1) ◽  
pp. 91-104
Author(s):  
Iskandar Iskandar
Keyword(s):  
Elementary School ◽  
Writing Skills ◽  
Fifth Grade ◽  
Semantic Mapping ◽  
Research Subjects ◽  
Class V ◽  
Data Presentation ◽  
Fifth Grade Students ◽  
Mapping Strategy ◽  
Content Organization

This study aims to improve the ability to write descriptions for fifth-grade students of SD Inpres Pabbangiang Gowa Regency which includes the content of ideas, content organization, grammar, diction, and spelling. This research is a classroom action research conducted in two cycles. The research subjects were students of class V in Pabbangiang Inpres Elementary School, Gowa Regency, totaling 43 students. Data collection techniques used are observation, interviews, and tests. The entire data obtained is analyzed through stages: data identification, data reduction, data presentation, and conclusions. The results showed that the results of the pre-action test in the description writing skills of fifth-grade students of Pabbangiang Inpres Elementary School in Gowa Regency which included aspects of the content of ideas, content organization, grammar, diction, and spelling were still lacking. After an action is taken through cycles I and II by applying the semantic mapping strategy in learning to write descriptions, the students' skills increase from the category of being very good. The final results of this study indicate that the application of modeling strategies can improve students' writing skills which include aspects of content ideas, content organization, grammar, diction, and spelling.

scholarly journals The Effects of Using Semantic Mapping Strategy Training on Reading Comprehension Performance Among Uthm Students

2018 ◽  
Vol 7 (3.21) ◽  
pp. 48
Author(s):  
Thuwaibah Binti Mohd Junaid ◽  
. .
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Strategy Training ◽  
Semantic Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
Reading Texts

The objective of this study is to identify the effects of semantic mapping on the reading comprehension texts among University Tun Hussein Onn Malaysia (UTHM) degree students. This study sought to determine if there are any benefits in instructing UTHM students to use semantic mapping as a mean of improving their comprehension of information in reading texts. The effects will be measured by comparing the results of pre test and post test conducted among the students.  The sample consisted of 40 UTHM degree students who were from one class.  All of them received the semantic mapping strategy training and sat for both pre test and post test.  The findings indicated that semantic mapping strategy training affected the reading comprehension performance among the students based on the differences in the students’ results of pre test and post test.   The results of this finding can be implied by educators in their teaching and learning process.   

scholarly journals The Effect of Semantic Mapping Strategy On Students’ Speaking Achievement In Smp Budi Murni 3

2020 ◽  
Vol 1 (1) ◽  
pp. 19-36
Author(s):  
Firdha Sabrina Fitri Sinurat
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Random Sampling ◽  
Sampling Technique ◽  
Semantic Mapping ◽  
Control Group ◽  
Mapping Strategy ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aims to discover the effect of applying Semantic Mapping Strategy on students’ speaking achievement. It will be conducted by using experimental research design. The population of this research is the eight (VIII) grade students of SMP Budi Murni 3. The samples of the research are two classes divided into two groups, experimental and control group which will be chosen by using random sampling technique. Thirty-one students will be taken as the samples. The experimental group will be taught by using Semantic Mapping Strategy, while the control group will be taught by without using Semantic Mapping Strategy. After analyzing the data, it was found that the value of tobserved was 3,12 with the degree of freedom (df)=60 at the level of significance p (0,05) = 2,000. It means that tobserved is higher than ttable (3,12>2,000). The result of this study shows that Semantic Mapping Strategy is significant effect on students’ speaking achievement.

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