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CHAPTER V. CONCLUSIONS AND SUGGESTIONS
Based on the analysis of the data and the discussion of the research results,
the conclusion can be drawn and some suggestions can be useful for the involved people. This chapter presents the conclusion and suggestion that are explained in
these following sections.
5.1 Conclusion
Based on the results of the data analysis, the conclusions were drawn as follows:
1. The use of Semantic Mapping technique could improve the VII-A grade
students’ active participation in the classroom during the teaching learning
process of reading descriptive text comprehension at SMPN 3 Rambipuji Jember in the 20142015 academic year. The improvement could be seen from
the results of observation in the first cycle which showed that as many as 42.64 of the students who actively participated in the class during the
teaching learning process, while there were 81.49 students who actively took apart in the process of teaching and learning of the second cycle. Thus,
the use of Semantic Mapping te chnique was able to increase the students’
active participation in the reading class as many as 38.85. 2. The use of Semantic Mapping technique could improve the VII-A grade
students’ reading comprehension achievement at SMPN 3 Rambipuji Jember in the 20142015 academic year. The improvement could be seen from the
results of reading test in each cycle which was compared with the students’
reading score before the action was implemented. The percentage of the students’ reading test results improved from 20.58 to 50 in Cycle 1 and
from 50 to 83.33 in Cycle 2. Regarding the discussion of the research results, the conclusions were
drawn in the followings: 1. Semantic Mapping technique works well to activate appropriate background
knowledge during the teaching and learning process.
2. The familiarity of the topic had a great effect on the results of the students’
Semantic Mapping. 3. The use of various shape or various color in making the Semantic Mapping
made the students were not only able to recognize the different types of information topic, subtopics, and details and build their thinking ability in a
visual way, but also got the reading test score 70 or higher. 4. Semantic Mapping technique made the students becomes active readers as
they read and reread the reading text to create the map and add text to the shapes.
5. The students had improved in some types of questions. Therefore, using Semantic Mapping is effective in reading questions like 1 identifying the
synonyms and antonyms, 2 finding some sentences that expressed about the generic structure rhetorical step, 3 identifying the main idea, supporting
details, and topic, 4 identifying the purpose of the text rhetorical step, and 5 making conclusion of the reading text.
6. Group activity made the students having the chance to share the ideas and avoiding them copy
their mates’ Semantic Map, so the teaching and learning process was done effectively.
The results above proved that the use of Semantic Mapping technique could improve the students
’ reading comprehension achievement and make the students actively participated in the teaching learning process of reading.
5.2 Suggestions
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