Improving Students’ Reading Comprehension through Semantic Mapping Strategy

comprehension. Besides, the research was also designed to study what may happen when semantic mapping strategy was implemented in the classroom practice. The research was carried out in the eighth year students of SMPN 1 Sine in the academic year of 20092010. This research was conducted in two cycles by following the procedure of action research, i.e. planning, implementing, observing, and reflecting. In collecting the data, the researcher used observation, interview, questionnaire, and test. The teacher was the researcher assisted by collaborators as observers, while the researcher was implementing the research. The interview and questionnaire were given to the students before and after the implementation of semantic mapping strategy. The tests were in the form of pre- test and post-test. The data were analyzed qualitatively and quantitatively. The qualitative data were analyzed using Constant Comparative Method. The quantitative data were analyzed using descriptive statistics. The results of the research showed that semantic mapping strategy was able to improve the students’ reading comprehension. It was proved by the increase of the students’ mean score from 55.89 in the pre-test to 63.16 in Cycle 1, and 75.05 in Cycle 2. Furthermore, the class situation also improved. The class became more enjoyable and fun. The students became more active individually and in group. Based on the result of the research, it could be concluded that the use of semantic mapping strategy has proven to be an effective way in teaching- learning of reading comprehension in the eighth year students of SMPN 1 Sine in the academic year of 20092010. By reviewing both of previous studies, the writer found some improvements are proved. In Robert’s research found that the semantic mapping can improve the enthusiastic of student in reading activity and influence the students’ result of the test while in Muhtar’s research found that the use of semantic mapping strategy had proven to be an effective way in teaching-learning of reading. Therefore, the writer will conduct the study which is quite different. She will apply several sub-strategies of semantic mapping strategy in teaching reading of narrative text which involves sub-strategies for reading section in pre- reading, during reading, and post-reading. The purpose of her study are the semantic mapping strategy will more effective apply in teaching reading narrative text and to enhance the students’ reading comprehension.

2.2 Theoretical Review

The theoretical review is consists of several the general concepts of the important theories related to the research. The general concepts of each theory are divided into eight sections. First is about the general concept of reading, second is about the general concept of reading comprehension, third is about the general concept of semantic mapping strategy, fourth is about general concept of sub-strategy of semantic mapping that is list-group-label strategy, fifth is about the general concept of sub-strategy of semantic mapping that is think-alouds strategy, sixth is about the general concept of sub-strategy of semantic mapping that is somebody- wanted-but-so strategy, seventh is about the general concept of quick reading method, eighth is about the sub-strategy of quick reading method that is skimming and scanning, ninth is about the general concept of narrative text.

2.2.1 General Concept of Reading

There are various definition of reading from educators, psychologists, linguist and sociologists to have filled volume with their definition of reading. The definition of reading used here is adapted from Anthony, Pearson, and Raphael 1993 as cited by Farrell 2009: 20 in which reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of reading situation. Reader who will read a certain text sometimes needs insight background although just a little bit information or knowledge. This is used to support his or her understanding about the text that he or she will read. The information that the reader gets from the text always gives the message or knowledge from the writer. From the definition above, the activity of reading also considers with the situation when the reader read the text. This situation means for what context the reader read the text or book such as for education or just for having fun in reading. Reading is a complex activity. How we approach and read a text depends on a number of factors, including the choice of text, reading ability, prior knowledge of the subject matter of the text and the last is the reason for reading. The chosen text should be useful texts that allow readers to make predictions about what they will be reading and help them to focus on the ideas expressed by