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have low intelligence A
1
B
2
65, so semantic mapping is more effective than lecturing to teach reading for the students having high intelligence.
4 Because q
o
between two cells A
1
B
2
and A
2
B
2
3.52 is higher than q
t 0.05
2.95, lecturing differs significantly from semantic mapping to teach reading for students who have low intelligence. The mean score of students having low
intelligence who are taught by lecturing 69 is higher than those who are taught by using semantic mapping 64, thus lecturing is more effective than
semantic mapping for teaching reading for students having low intelligence. Reffering to the result of tuckey test at point 3 and 4 above, it can be
inffered that semantic mapping is more appropriate strategy for the students with high intelligence, while conventional strategy, lecturing, is appropriate strategy
for students with low intelligence in teaching reading. Hence, it can be summarized that there is an interaction between teaching strategies and the
students’ intelligence in teaching reading.
D. Discussion of Data Analysis
Based on the computation result of data analysis, it can be presented as follows:
1. Semantic mapping is more effective than lecturing to teach reading.
Semantic mapping is a strategy in which information is categorically structured. It helps students arrange information by utilizing the most important
aspect and concept which is related with a text. All activities in this strategy are students-
centered because it makes the use of students’ prior knowledge and control the input at each paragraph of the map’s bulding.
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According to Zaid 2005: 7 semantic mapping is as comunicative language teaching because it incorporates many aspects of CLT such as active,
interactive, students centered, and as an integrative activity. Teaching reading using semantic mapping will help the students understand a text. Using semantic
mapping in pre-reading phase stimulate the students prior knowledge, the whilst- reading helps the students to record the information obtained from the text, and
when using semantic mapping as post reading phase helps the students recall and organize information from what they have learned from reading a text. Widomski
in Maggard 2012: 1 states promote a combination of semantic mapping and reading activities to enable the readers to make use of schema in achieveng a
fuller understanding of a text. On the contrary, lecturing is used to describe a lesson where the teacher
has a control. It is also called as the teacher centered because the te acher’s duty in
this strategy is only telling the material directly by face to face with the students. Westwood 2008: 18 remarks that the main objective to lecturing is creating
knowledge and understanding in students simply by talking at them. Moreover, in this stratregy the students have no chance to be active, creative, and interactive
because only the teacher becomes the decision maker, as a consequence, it makes the students passive and feel bored in following teaching learning process because
they only listen to the teacher’s explanation. That is why semantic mapping is
more effective than lecturing to teach reading. 2.
The students’ having high intelligence have better reading ability than those having low intelligence.
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Intelligence is the most important tool for success and failure of the students in learning. Carol 2012: 1 states that intelligence is capacity for
knowledge and the ability to acquire: capacity for reason, ability to comprehend relationship, ability to evaluate and judge, and capacity for original and productive
thought. The students who have high level of intelligence will acquire knowledge quickly and apply the knowledge effectively. The students having high
intelligence have high ability in comprehending a text Debour, 1960: 132. By high intelligence the students have hard effort optimally to achieve the success,
have much bravery to answer teacher’s question, have strong intention in learning
that makes them understand the lesson more easily as stated by Gardner 1999: 6 human intelligence involves skills of the problem solving which enable the
individual to solve the problem, to create an effective product, and have to a work for the acquisition of new knowledge.
On the other hand, students with low intelligence will find the diffulty in acquiring new knowledge. They usuallly do not have any interest and motivation
in joining the learning process. They are passive because they prefer becoming listeners and following participants in learning process. They always depend on
someon e else, don’t try hard, give up easily in the face of challange. It proves they
are slower in doing reading tasks which are given to them as stated by Debour 1960: 132 the students who have low intelligence will have low ability in
understanding a text. It happens because they have less capacity to learn and to solve the problem, and to carry on the abstract thinking. That’s the reason why the
students’ having high intelligence have better reading ability than those having low intelligence.
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3. There is an interaction between teaching strategies and the students’
intelligence. Teaching strategies which are used by the teacher in the classroom give a
great influence in succsess of teaching and learning process. Students’ participation in learning activities is strongly affected by teaching strategies.
Semantic mapping strategy is a students-centered because it makes the students more active, interactive, and creative. When they try to create a map, the students
work with each other before and after reading a text. The students who are taught using semantic will find the main concept of a text then try to represent a text by
making the schemata which are related to paragraphs of a text. It certainly helps the students to understand reading a text easily. All activities in this strategy such
as pre-reading, whilst reading, and post reading are communicative. According to Zaid 2005: 7 semantic mapping is as communicative language teaching because
it incorporates many aspects of Communicative Language Teaching CLT such as active, interactive, students-centered, and integrative activity.
The fact shows that the students having high intelligence have high curiosity in comprehending reading material and like to read anything that teacher
gives them. They also peform very well in the class, try to be active, and do the task better. Gardner 1999: 6 states that human intelligence involves skills of the
problem solving which enable the individual to solve the problems, to create an effective product, and to have a work for the acquisition of new knowledge.
Therefore, semantic mapping is more effective to teach reading for the students having high intelligence.
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Meanwhile, lecturing strategy is the teacher-centred which focuses on information transfer. It emphasizes on
the teacher’s role in presenting information by talking to the students. Sometimes the teacher will write on the board and use
the example to illustrate each idea of paragraph to make students understand reading material. This strategy doesn’t give any chances to the students to be
active in learning process. The students are passive and mostly they prefer talking with their friends than listening to the teacher. It is stated by Kelly 2012: 1,
lecturing is a teaching strategy where an instructor is the cenral focus of information transfer. Typically, an instructor will stand before a class and present
information for the students to learn and usually very little exchange occurs between the instructor and students during a lecturing.
The fact shows that the students having low intelligence have less attention, motivation, and interest in joinning learning process, tend to wait to the
teacher’s explanation to know the message of a text or need their friends’ help in understanding a text. It is stated by Charles Spearman in Cherry 2012: 5, people
who have high intelligence perform well on a work tend to perform well on other works, while those who have low intelligence perfom badly on a work, tend to
perform badly on others. Hence, the students’ having low intelligece will have
less capacity to learn and perform well. Therefore, lecturing is more effective for the students having low intelligence.
Based on explanation above, it can be concluded that there is an interaction between teaching strategies and stud
ents’ intelligence for teaching reading.
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
As the research result and the discussion elaborated in preceding chapter, the findings are as follows:
1. Semantic mapping is more effective than lecturing to teach reading at the eighth
graders of SMP 12 Tasikmalayain the academic year 20122013. 2.
The students having high intelligence have better reading ability than those having low intelligence at the eighth graders of SMP 12 Tasikmalayain the academic year
20122013. 3.
There is an interaction between the teaching strategies and the students’ intelligence in teaching reading at the eighth graders of of SMP 12 Tasikmalaya in
the academic year 20122013. Semantic mapping is more appropriate strategy for the students having high intelligence and lecturing is more appropriate strategy for
the students having low intelligence. Hence, the students having high level of intelligence have better reading ability than the students who have low
intelligence. Based on the research findings, it can be inferred that semantic mapping is an
effective strategy to teach reading at the eighth graders of SMPN 12 Tasikmalaya in academic year 20122013
.
