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A semantic map is an arrangement of shapes such as as boxes, rectangles, triangles, circle, and so on, connected by lines which contains verbal information
within and between the shapes which create a pattern or relationship of ideas Fisher in Swee, et al., 2003: 56.
Antonnaci in Zaid 1995: 6 defines semantic mapping as a visual representaion of knowledge, a picture of conceptual relationship. He also states
that semantic mapping might help in the conceptualization of paragraph and short essays stucture.
Meanwhile, according to Balajthy 2003: 101 semantic maps are arrays that depict a concept or term and the words related to the text. These arrays are
alternately called maps, semantic maps, or webs. A semantic map contains nodes, drawn as circle, squares, or triangles, each of which contains a key word. Lines or
arrows connect the nodes. In the researher’s undestanding, semantic mapping strategy is a graphic
array of knowledge which contains nodes, drawn as circle, squares, or triangles as a key word which is connected by lines or arrows to show how words and concept
are related through a network of paragraph in comprehending a text.
2. The Use of Semantic Mapping
Generally, semantic mapping has been used in the following ways: a for general vocabulary development; b for pre and post reading; c for the teaching
of a study skill; d for a link between reading and writing instruction; and e for an assessment technique. Most types of semantic maps are used to developh
vocabulary by helping students organize information, generalize about related
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terms, and draw relationship across the terms that are important for undertanding a text. The purpose of semantic mapping is to show how a set of concepts,
examples, and attribute of a target concept are related Balajthy 2003: 101. In this case, the researcher emphasizes in applying this strategy in teaching reading.
Buis 2004: 11 states that mapping strategies can be used with individuals, small group, or even entire class. Many of them are designed to have
students prepare and share new knowledge of words, phrases, sentences, paragraphs, text, or discourse they have learned with a partner, other groups, or
individuals during center. In creating semantic map, a key word or concept from the upcoming text is
placed on the chalkboard or on sheet of chart paper. The teacher leads discussion about the word, in which students are asked to think of terms to describe the word.
Students might think this terms of description, function and relationship. In developing the semantic map, words are listed on the board as they are
brainstormed before. Then, students are asked to illustrate the relationship between each word by linking the words or phrases together with lines.
According to Widomski in Maggard 2012: 1 promotes a combination of semantic mapping and directed reading activities to enable readers to make use of
schemata in achieveng a fuller understanding of a text. There are three components in creating semantic maps: a core question or concept a key word or
phrase is the main focus on the map, strands subordinate ideas that help explain or clarify the main concept, supports details, inferences and generalization that
are related to each strand. Supports clarify the strands and distinguish one strand to another.
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Meanwhile, Sinatra 1986: 5 descibes different formats of semantic map: 1 the narrative sequential, format arranges information in several pararel
hierarchical strands; 2 the thematic or descriptive map displays elements and details about person, place, or things around a central theme; and 3 the
comparative or contractive map, relationship among concepts by displaying how class, examples, and attributes are related. The following is the example of
semantic mapping by Judy Casulli in Brisk 2000: 71: raccoon skunk poecupin rabbit
Iguana armadillo jaguar llma
Figure 2. 1. The example of semantic mapping.
The results of semantic mapping as described above could certainly represent a schema about a subject, and it would more resemble students’ schema
for the subject Johnson and Pittleman; 1986: 778-783. Therefore, the use of semantic maps allows the learners to understand a reading text by making
Animals in South Pains
Animals Jungle
Animal
Mountain Animals
Desert Animal
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connections, links, and exploring the basic process of all creative thinking by individual, group, and entire the class.
3. Steps of Teaching Reading Using Semantic Mapping
