scholarly journals An Analysis of Concept Mapping Style in EFL Reading Comprehension from the Viewpoint of Paragraph Structure of Text

2019 ◽  
Vol 18 (1) ◽  
pp. 63-68
Author(s):  
Banni Satria Andoko ◽  
Yusuke Hayashi ◽  
Tsukasa Hirashima
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping

scholarly journals TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH

2019 ◽  
Vol 6 (2) ◽  
pp. 130
Author(s):  
Khairiah Syahabuddin ◽  
Rahmat Yusny ◽  
Nia Zahara
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Concept Mapping ◽  
Learning Experience ◽  
Teaching Style ◽  
Teaching Styles ◽  
English Classes ◽  
Mapping Strategy ◽  
Reading Activity ◽  
Reading Activities

The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.

scholarly journals Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

2017 ◽  
Vol 8 (4) ◽  
pp. 761
Author(s):  
Mehran Davaribina ◽  
Shahram Esfandiari Asl
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Strategy Instruction ◽  
Analysis Of Covariance ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Translation Strategy ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The present study was an attempt to compare the effect of concept mapping strategy instruction and translation strategy instruction on the reading comprehension ability of the Iranian EFL learners. To do so, 90 EFL learners at the intermediate level studying in a language institute in Ardabil, north Iran were randomly assigned into three equal groups (concept map, translation and control).  Having taken a reading pretest, the participants in experimental groups were instructed using mentioned strategies whereas the control group learners were taught the same content with no strategies integrated. Results of analysis of covariance (ANCOVA) revealed that the participants in the experimental groups significantly outperformed the participants in the control group, suggesting that the application of concept mapping and translation strategy training can generate more positive effect on the reading comprehension ability of the learners. Also, the findings of the study indicated that the concept mapping group outperformed the translation strategy group on the reading posttest. Pedagogical implications and suggestions of the study will be discussed.

scholarly journals USING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE FIRST GRADE OF SMA NEGERI 7 AMBON

JURNAL TAHURI ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 1-13
Author(s):  
Stella Rose Que
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Learning Process ◽  
Group Discussion ◽  
First Grade ◽  
Complex Interaction ◽  
Mapping Technique ◽  
English Teacher ◽  
Teaching Learning ◽  
Reading Activity

Reading is complex interaction between the reader and text. Actually reading is not a simple one, because in this skill, students do not only read a text but also try to understand the message or information about the text they learn. In reading process students must know what they get from a passage. This study was conducted to determine students’ improvement in reading comprehension by using concept mapping Technique. The result shows that this technique can be used to improve students reading comprehension of SMA Negeri 7 Ambon especially class X is successful. Although there were some problems which raised during teaching learning process but collaboration between English teacher and the writer help this study going smoothly. Through the technique the students can organize and identify information deeply in the text before they come to reading activity. Besides, this technique has good influenced in group discussion where the students can share their ideas and work actively to fill concept mapping sheet. The students also show positive responses toward Concept Mapping technique in the teaching learning process so the result in the class is more lively and enjoyable

scholarly journals THE EFFECT OF CONCEPT MAPPING STRATEGY ON STUDENTS' READING COMPREHENSION AT MA ARRASYID TEMBILAHAN

2018 ◽  
Vol 2 (2) ◽  
pp. 83-100
Author(s):  
Syafrizal Syafrizal
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
T Test ◽  
Control Group ◽  
Test Procedures ◽  
Paired Sample ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study is aimed at finding out the effect of concept mapping strategy on the students’ reading comprehension. The study was done through quasi-experimental design which involved pre-test and post-test procedures. There was a try out before administering the tests. Then,the pre-test was administered before giving treatments and the post-test was administered after the treatments. The data collection techniques were tests. The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by using concept mapping strategy as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (>0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading comprehension in the pre-test and in the post-test of the classes. There was also a significant difference on their reading comprehension before and after treatments in the experimental class. The value of eta square was 0.68 for their reading comprehension. In sum up, the the application of concept mapping gives positive effect toward the students’ reading comprehension.

scholarly journals ENHANCING JUNIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION IN REPORT TEXT BY USING CONCEPT MAPPING STRATEGY

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Afila Teddy Defri ◽  
An Fauzia Rozani Syafei
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Concept Mapping ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Mapping Strategy ◽  
Report Text

The purpose of this paper is to discuss the ways of using concept mapping strategies for enhancing Junior High School students’ reading comprehension in reading report text. Many students face difficulties in reading, like problems in their reading comprehension, cannot interpret what they read, and make the connection between what they read and what they have already known because they are unable to accurately understand written materials. Concept mapping can solve these problems by mapping their ideas, comprehending any scientific text especially for report text, analyze reading text easily, and make of conclusion from the text in a structural way. So, the concept mapping strategy is suitable for enhancing students’ reading comprehension and solve the problem.

scholarly journals The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

2016 ◽  
Vol 9 (3) ◽  
pp. 12 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim
Keyword(s):  
Reading Comprehension ◽  
Goal Orientation ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Test Scores ◽  
Self Efficacy ◽  
Control Group ◽  
Mastery Goals ◽  
High Level ◽  
Academic Self Efficacy

<p class="apa">The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (<em>n</em>=22) has undergone concept mapping training while the control group (<em>n</em>=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.</p>

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