THE EFFECT OF APPLYING SEMANTIC MAPPING STRATEGY ON THE STUDENTS’ READING COMPREHENSION.
THE EFFECT OF SEMANTIC MAPPING STRATEGY ON
THE STUDENTS’ READING COMPREHENSION
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
MARIA ROMAITO SILAEN
Registration Number: 2113321028
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
LIST OF APPENDICES
Page
APPENDIX A The List of Classes in Experiment Research .................................15
APPENDIX B Lesson Plan in Experimental Group ..............................................15
APPENDIX C Lesson Plan in Control Group .......................................................15
APPENDIX D Reading Test ..................................................................................15
APPENDIX E Answer Key of Reading Test .........................................................15
APPENDIX F Table of Validity ............................................................................15
APPENDIX G Testing of Validity.........................................................................15
APPENDIX H Table of Relliability.......................................................................15
APPENDIX I Testing of Relliability .....................................................................15
APPENDIX J Table of Difficulty Level ................................................................15
APPENDIX K Table of Discriminating Power ....................................................15
APPENDIX L Testing of Difficulty Level and Discriminating Power .................15
APPENDIX M Table of Experimental Group .......................................................15
APPENDIX N Table of Control Group .................................................................15
APPENDIX O Testing Mean, Standart Deviation, and Variance ..........................15
APPENDIX P Testing Normality ..........................................................................15
APPENDIX Q Testing Homogeneity ....................................................................15
APPENDIX R Testing Hypothesis ........................................................................15
APPENDIX S Product Moment .............................................................................15
APPENDIX T Lilliefors .........................................................................................15
APPENDIX U Distribution F .............................................................................15
vii
APPENDIX V Distribution T ................................................................................15
ix
LIST OF PICTURES
Page
2.1 Schema of Semantic Mapping ........................................................................15
4.1 Pre Test and Post Test in Control Group and Experimental Group .................37
4.2 Summary Results of Pre Test and Post Test in Experimental Group ..............41
4.3 Summary Results of Pre Test and Post Test in Control Group .......................42
iv
REFFERENCES
Antonnaci, 2011. 40 Strategies For Middle and Secondary Classrooms
Developing Area Literac. Sandiego: Sage.
Arikunto, S. 2006. Prosedur Penelitian: Suatu Pendekatan Pratek. Jakarta:
Rineka Cipta.
Ary, D., Jacobs, L.C. & Sorensen, C. 2010. Introduction to Research in Education
(8th edition). Canada: Cengage Learning.
Best, J. W. & Khan, J. V. 2002. Research in Education 7th . New Delhi: Prentice
Hall.
Boulineau, T. 2004. Use of SemanticMapping to Increase the Reading
Comprehension of Elementary Students with Learning Disabilities.
Disability Quarterly. Vol. 27, No. 2.
Bui,Y. 2002. Using Semantic Mapping Strategy to Increase Reading
Comprehension . Academic Exchange Quarterly. Vol. 16, No. 2.
Burns, Paul et al. 1984. Teaching Reading In Todays Elementary School. Boston:
Houghton Miffin Company.
Chall, J., October 2012, “ The Effectiveness of Using Semantic Mapping strategy
on Reading Comprehension of Jordanian University Students Kholoud
Hussein Amoush”. Interdisciplinary Journal of Contemporary Research in
Class. Volume 4, No. 6, ijcrb.webs.com, 3 July 2015.
D. D. Johnson and Pearson, P. D.. Semantic Mapping in Communication
Language
Teaching. English
Teaching. Volume 22, No. 3,
www.semanticmapping.com, 10 Juli 2015.
Elamathi, 2011. The Effects of Using Semantic Map in Reading Comprehension of
Descriptive Text. Unpublished Thesis. Department of English Education.
Syarif Hidayatullah State Islamic University Jakarta.
Grabe, W. and Stoller, F.L. 1988. Teaching and Researching Reading. Britain:
Pearson Education.
Harvey, October 2000, “ The Effectiveness of Using Semantic
Mapping
strategy on Reading Comprehension of Jordanian University Students
Kholoud Hussein Amoush”. Interdisciplinary Journal of Contemporary
Research in Class. Volume 4, No. 6, ijcrb.webs.com, 3 July 2015.
50
51
Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Mahmoud,A. 2010. The Effect of Semantic Mapping on the Students’
Achievement. Journal of Al-Quds Open University for Research and
Studies. Vol. 21, No.2.
Muhtar, 2013. Improving Students’ Reading Comprehension through Semantic
Mapping Strategy. Unpublished Thesis. Department of English Education.
Universitas Negeri Medan.
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw-Hill
Companies, Inc.
Nuttal, C. 2005. Teaching Reading Skill. London: Macmilan Publisher.
Olson, M. W. & Gee, T. C., 2014, “Strategies for Reading to Learn Semantic
Maps”.
Reading
Publisher.
Volume
3,
No.
4,
www.readingincontentareas.ac.id, 4 July 2015.
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta.
Penerbit Andi.
Richards, J. C. and Rodgers, T. S., 2007, “Semantic Mapping in Communication
Language Teaching”. English
Teaching. Volume 22, No. 3,
www.semanticmapping.com, 10 Juli 2015.
Suci, 2013. The Effectiveness of Using Semantic Mapping Strategy in Teaching
Reading Comprehension of Narrative Text at The Eight Grade Students of
SMP Negeri 6 Semarang. Unpublished Thesis. Department of English
Education. Universitas Negeri Semarang.
Sudjana. 2009. Metoda Statistika. Bandung : “Tarsito” Bandung
Turner, T. 1988. Comprehension: Reading for Meaning. London: Scott Foresman.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Understanding the meaning of certain language especially English that is
not our own language is more difficult. People should understand one word to
another word until they canfind the meaning of one sentence and get the correct
insight of that sentence. However, learning certain language by using several
methods, techniques, and strategies is more helpful to reach the comprehension of
language itself. Richards and Rodgers (2007) states that English is the language of
globalization, international communication, commerce and trade, the media and
pop culture, different motivation for learning it come in to play.
In Indonesia, English is one of the formal subjects that is included in the
curriculum. It has been taught from the primary up to university level. The
Department ofNational Education has made English as a compulsory subject and
positioned it as the first foreign language to be taught in school based on the
curriculum. In order to be able to communicate in English, students are expected
to master the four English skills, they are the mastery of the receptive skills
(reading and listening) and the mastery of the productive skills (speaking and
writing).
One of the skills in English subject is reading that also has an own passion
to make the students really more learn about English. Reading is very important
for study purposes, careers, or simply for pleasure. By reading, much information
1
2
and pleasure may be obtained. According to Harris (1980: 53) reading is a form of
communication. Information and ideas are exchanged between writer and reader
in the act of communicating. The form of written text which read by the reader
can be a communication way to deliver the ideas of the writer about some
particular information. This information will be a new knowledge or as an
entertainment which is needed for the reader.
Reading as a communication through the text includes knowledge, news,
and story. In education, by reading a passage or story the student will get more
knowledge and information. The knowledge or information that they get from
reading can be used for communicating or sharing their idea with other students
through giving opinion or idea. The interaction among students during reading
section will set up the class more active and alive.
Based on the observation in SMA N 15 Medan, the researcher found that
many students had difficulties in reading comprehension. They did not give much
attention and enthusiasm on reading test, because they do not have an appropriate
direct means in getting in touch with the ideas. The researcher thinks that it will
be better to give variation in teaching reading comprehension by using strategy.
Semantic mapping strategy involves drawing a diagram of the
relationships between words according to their use in a particular text and it is
best introduced as a collaborative effort between the teacher and the class (Chall
2012). Semantic mapping strategy is such kind of strategy to correlate the
relationship between words in particular text to enhance the teacher and students
comprehend by drawing or sketch of the information that they get from the text
3
(Stahl and Vancil, 1986). Besides, semantic mapping strategy has been used in a
variety of ways, it has been used as a mean of improving the teaching of study
skills (Hanf, 1971: Heimlich and Pittleman, 1986). Semantic mapping strategy
can be used to improve the teaching of study skills means that it affects the
variation of teaching strategy which include the way in delivering the materials
and the media of materials.
Several studies have investigated the effect of semantic mapping strategy
for teaching reading comprehension. Muhtar (2010) stated in his thesis entitled
“Improving Students’ Reading Comprehension through Semantic Mapping
Strategy‟ that the students who are taught by semantic mapping strategy have
better reading comprehension than those who are taught using directinstruction. It
means that the use of semantic mapping strategy can affect the students’ reading
comprehension optimally.
The finding of Elamathi (2011) stated in his thesis entitled “The Effects of
Using Semantic Map in Reading Comprehension of Descriptive Text”, that
theimplementation of semantic mapping in teaching descriptive text has shown an
improvement. It means that semantic mapping is an appropriate strategy to
improve students’reading comprehension.
It supported by Suci (2013) in her thesis entitled “The Effectiveness of
Using Semantic Mapping Strategy in Teaching Reading Comprehension of
Narrative Text at The Eight Grade Students of SMP Negeri 6 Semarang” she
states that the students’ score after learning reading comprehension of narrative
text through semantic mapping strategy was higher than the students’ score who
4
learn without semantic mapping strategy. It shows that the implementation of the
semantic mapping strategy in teaching reading comprehension has applied well.
Based on the background above and supported by the previously
researches the researcher is very interested in conducting The Effect of Semantic
Mapping Strategy on The Students’ Reading Comprehension.
B. The Problem of the Study
Based on the background of the study, the research problem of this study
is formulated as the following: Does the application of Semantic Mapping
Strategy significantly affect the students’ reading comprehension achievement?
C. The Objective of the Study
In relation to the problem, the objective of the study is to investigate
whether Semantic Mapping Strategy significantly affects the students’ reading
comprehension.
D. The Scope of the Study
Based on the background of the study, this study will be limited to the
effectiveness of using Semantic Mapping Strategy in teaching reading on students
grade X at SMAN 15 Medan. This research will be limited to the Narrative Text.
5
E. The Significance of the Study
As this study concerns with the use of semantic mapping strategy to affect
the student in reading, the findings of this study are expected to be useful as:
1. Theoretically
The findings of the research will give theoretical contribution to the truth
of the theory of schemata theory from which the schematic relation is
developed, and the scemathic relation underlies the semantic mapping
sttategy.
2. Practically
To improve the students’ reading comprehension and widen their horizon
about the function of semantic mapping strategy in their reading
comprehension,
to
improve
the
quality
of
students’
reading
comprehension, and to use this study as reference for next researches.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this study, the researcher found that the students’
achievement taught by using Semantic Mapping Strategy is greater than the
students’ achievement taught by without Semantic Mapping Strategy. It is
indicated from by the data statistically that the result of calculation of t-test that tobserved value 4,889 is greater than t-table value 1,893 at the level of significant
of 0,05, which implies that the alternative Hypothesis (Ha) is accepted.
B. Suggestion
Based on the conclusion above, some suggestions are offered As follows :
a. It is suggested that English teachers apply Semantic Mapping Strategy
in teaching reading comprehension because it has been proved that the
strategy gave the better score to students’ achievement.
b. The students is suggested to apply this learning strategy in
comprehending a text. The students will find by applying Semantic
Mapping Strategy is easier to comprehend the text and get the
unfamiliar words.
48
49
c. For the future studies, the researchers are suggested to conduct study
based on semantic mapping strategy not only developing reading
comprehension but also stimulating students’ critical thinking about
what they have read.
ACKNOWLEDGMENT
First of all, the writer would like to express her praises to Almightily
Jesus Christ who has blessed and given the ability to the writer to complete this
thesis as a partial fulfillment for the requirement for the degree of Sarjana
Pendidikan (S-1) at the English Department of Faculty of Languages and Arts,
State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Art Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra.Meisuri, M.A., as the Secretary of English Department.
Nora Ronita Dewi,S.S,M.Hum., the Head of English Education Study
Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first Thesis Consultant.
Dra. Tjut Ernidawaty, M.Pd., her Second Thesis Consultan.
Dr. I Wy. Dirgayasa, as the Academic Advisor and her Reviewer,
Prof. Dr. Amrin Saragih, M.Pd., and Prof. Dr. Hj. Sumarsih, M.Pd., as
her Reviewers.
All the lectures of English and Literature Department who have taught,
guided, and advised her throughout the academic years.
Euis Sri Wahyuningsih, M.Pd and Mr. Pantes, Administrative staffs of
English Department.
Drs. Darwin Sirega, M.Pd, the headmaster of SMA Negeri 15 Medan.
Her beloved parents, Akp. Posman Antonius Silaen (+) and Mian Anna
Br. Hasibuan, Amd., for the patience, affection, prayer and everything that
have given not only in finishing her study but also in her entire life. Her
sisters: Desinta Utami Silaen, Sartika April Liza Silaen, Febriyanti
Priskila Silaen. Her Brother: Zefania Mangiring Silaen.
Her dearest man, Rinaldi Bernandus Barus, for the support and the prayer.
Her best therapists, Melda Ratna Sari, S.Pd., Meilyn Minarida Br.
Lumban Batu, S.Pd..
Her helperfriend in Castle Rela namely, Janter, Justin, and Raven who
gave her the explanation about something and a book of research.
Her best friends since Senior High School , Trie Hariyani, S.H., Deddy
Kristanto Sinaga, (S.T. to be), Novita Sari Nainggolan, S.E., Sander
Manganju Silalahi, S.E., Rischi Yoshinta Br. Tarigan, S.Si., for their
support, love, and care. Her cutes friends in Graha Jaya Hegina Siagian,
Amd. and Kiki Hasibuan, S.Pd who accompanied her when she down
stairs to the parking area. The writer’s best colleague friends especially for
Extension C 2011, PPLT SMPN 1 Kabanjahe 2014, English Debation
Community and people who direct or indirectly contributed in this study,
your kindness means a lot to her.
Medan, February 2016
The Writer
Maria Romaito Silaen
NIM. 2113321028
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iii
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURES ............................................................................................ vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of the Study ...........................................................................1
B. The Problem of the Study .................................................................................4
C. The Objective of the Study ..............................................................................4
D. The Scope of the Study ....................................................................................4
E. The Significances of the Study .........................................................................5
CHAPTER II: REVIEW OF LITERATURE .....................................................6
A. Theoritical Framework ......................................................................................6
1. Reading Comprehension ............................................................................7
2. The Level of Reading Comprehension ......................................................9
3. The Model of Reading Comprehension ....................................................10
4. The Assessment of Reading Comprehension ...........................................11
5. Teaching Reading Comprehension ...........................................................11
6. Reading Comprehension and Generic Structure.......................................11
7. Semantic Mapping Strategy......................................................................12
8. Narrative Text ...........................................................................................18
B. Conceptual Framework ...................................................................................19
C. Previous Relevant Studies...............................................................................19
D. Hypothesis .......................................................................................................20
iii
CHAPTER III: RESEARCH METHODOLOGY ............................................21
A. Research Method ............................................................................................21
B. Population and Sample ...................................................................................22
1. Population ................................................................................................22
2. Sample ......................................................................................................22
C. The Instrument for Collecting Data ................................................................23
D. The Procedure of Research ............................................................................25
1. Pre Test .....................................................................................................25
2. Treatment ..................................................................................................25
3. Post Test ...................................................................................................27
E. Data Collection ..............................................................................................27
1. Try Out Test ..............................................................................................27
2. Validity of The Test ..................................................................................27
3. Reliability of The Test ..............................................................................28
4. Difficulty Level of the Test .......................................................................29
5. Discriminating Power ...............................................................................30
F. Data Analysis .................................................................................................30
1. Scoring System .........................................................................................31
2. Normality ..................................................................................................32
3. Homogenity...............................................................................................32
4. Testing Hypothesis ....................................................................................33
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............35
A. Data Description .............................................................................................35
B. The Result of Try-out Test .............................................................................37
1. Validity of The Test ..................................................................................37
2. Reliability of The test ................................................................................38
3. Difficulty Level of the Test .......................................................................39
4. Discriminating Power ...............................................................................39
v
C. Data Analysis .................................................................................................40
1. Distribution Score of Experimental Group ..............................................40
2. Distribution Score of control Group ........................................................41
3. Normality of The Test ...............................................................................42
4. Homogenity of The Test ...........................................................................43
5. Testing Hypothesis ...................................................................................44
D. Discussion ......................................................................................................44
CHAPTER V: CONCLUSION AND SUGGESTION ......................................48
A. Conclusion .....................................................................................................48
B. Suggestion .....................................................................................................48
REFERENCES .....................................................................................................50
APPENDICES ......................................................................................................51
v
LIST OF TABLES
Page
2.1 The Example of Narrative Text........................................................................18
3.1 Two Groups Pre Test and Post Test Design ....................................................21
3.2 Specification of Reading Test ..........................................................................24
4.1 The Result of Experimental Group ..................................................................40
4.2 The Result of Control Group............................................................................41
4.3 The Summary of Normality Calculation ..........................................................43
iii
THE STUDENTS’ READING COMPREHENSION
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
MARIA ROMAITO SILAEN
Registration Number: 2113321028
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
LIST OF APPENDICES
Page
APPENDIX A The List of Classes in Experiment Research .................................15
APPENDIX B Lesson Plan in Experimental Group ..............................................15
APPENDIX C Lesson Plan in Control Group .......................................................15
APPENDIX D Reading Test ..................................................................................15
APPENDIX E Answer Key of Reading Test .........................................................15
APPENDIX F Table of Validity ............................................................................15
APPENDIX G Testing of Validity.........................................................................15
APPENDIX H Table of Relliability.......................................................................15
APPENDIX I Testing of Relliability .....................................................................15
APPENDIX J Table of Difficulty Level ................................................................15
APPENDIX K Table of Discriminating Power ....................................................15
APPENDIX L Testing of Difficulty Level and Discriminating Power .................15
APPENDIX M Table of Experimental Group .......................................................15
APPENDIX N Table of Control Group .................................................................15
APPENDIX O Testing Mean, Standart Deviation, and Variance ..........................15
APPENDIX P Testing Normality ..........................................................................15
APPENDIX Q Testing Homogeneity ....................................................................15
APPENDIX R Testing Hypothesis ........................................................................15
APPENDIX S Product Moment .............................................................................15
APPENDIX T Lilliefors .........................................................................................15
APPENDIX U Distribution F .............................................................................15
vii
APPENDIX V Distribution T ................................................................................15
ix
LIST OF PICTURES
Page
2.1 Schema of Semantic Mapping ........................................................................15
4.1 Pre Test and Post Test in Control Group and Experimental Group .................37
4.2 Summary Results of Pre Test and Post Test in Experimental Group ..............41
4.3 Summary Results of Pre Test and Post Test in Control Group .......................42
iv
REFFERENCES
Antonnaci, 2011. 40 Strategies For Middle and Secondary Classrooms
Developing Area Literac. Sandiego: Sage.
Arikunto, S. 2006. Prosedur Penelitian: Suatu Pendekatan Pratek. Jakarta:
Rineka Cipta.
Ary, D., Jacobs, L.C. & Sorensen, C. 2010. Introduction to Research in Education
(8th edition). Canada: Cengage Learning.
Best, J. W. & Khan, J. V. 2002. Research in Education 7th . New Delhi: Prentice
Hall.
Boulineau, T. 2004. Use of SemanticMapping to Increase the Reading
Comprehension of Elementary Students with Learning Disabilities.
Disability Quarterly. Vol. 27, No. 2.
Bui,Y. 2002. Using Semantic Mapping Strategy to Increase Reading
Comprehension . Academic Exchange Quarterly. Vol. 16, No. 2.
Burns, Paul et al. 1984. Teaching Reading In Todays Elementary School. Boston:
Houghton Miffin Company.
Chall, J., October 2012, “ The Effectiveness of Using Semantic Mapping strategy
on Reading Comprehension of Jordanian University Students Kholoud
Hussein Amoush”. Interdisciplinary Journal of Contemporary Research in
Class. Volume 4, No. 6, ijcrb.webs.com, 3 July 2015.
D. D. Johnson and Pearson, P. D.. Semantic Mapping in Communication
Language
Teaching. English
Teaching. Volume 22, No. 3,
www.semanticmapping.com, 10 Juli 2015.
Elamathi, 2011. The Effects of Using Semantic Map in Reading Comprehension of
Descriptive Text. Unpublished Thesis. Department of English Education.
Syarif Hidayatullah State Islamic University Jakarta.
Grabe, W. and Stoller, F.L. 1988. Teaching and Researching Reading. Britain:
Pearson Education.
Harvey, October 2000, “ The Effectiveness of Using Semantic
Mapping
strategy on Reading Comprehension of Jordanian University Students
Kholoud Hussein Amoush”. Interdisciplinary Journal of Contemporary
Research in Class. Volume 4, No. 6, ijcrb.webs.com, 3 July 2015.
50
51
Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Mahmoud,A. 2010. The Effect of Semantic Mapping on the Students’
Achievement. Journal of Al-Quds Open University for Research and
Studies. Vol. 21, No.2.
Muhtar, 2013. Improving Students’ Reading Comprehension through Semantic
Mapping Strategy. Unpublished Thesis. Department of English Education.
Universitas Negeri Medan.
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw-Hill
Companies, Inc.
Nuttal, C. 2005. Teaching Reading Skill. London: Macmilan Publisher.
Olson, M. W. & Gee, T. C., 2014, “Strategies for Reading to Learn Semantic
Maps”.
Reading
Publisher.
Volume
3,
No.
4,
www.readingincontentareas.ac.id, 4 July 2015.
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta.
Penerbit Andi.
Richards, J. C. and Rodgers, T. S., 2007, “Semantic Mapping in Communication
Language Teaching”. English
Teaching. Volume 22, No. 3,
www.semanticmapping.com, 10 Juli 2015.
Suci, 2013. The Effectiveness of Using Semantic Mapping Strategy in Teaching
Reading Comprehension of Narrative Text at The Eight Grade Students of
SMP Negeri 6 Semarang. Unpublished Thesis. Department of English
Education. Universitas Negeri Semarang.
Sudjana. 2009. Metoda Statistika. Bandung : “Tarsito” Bandung
Turner, T. 1988. Comprehension: Reading for Meaning. London: Scott Foresman.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Understanding the meaning of certain language especially English that is
not our own language is more difficult. People should understand one word to
another word until they canfind the meaning of one sentence and get the correct
insight of that sentence. However, learning certain language by using several
methods, techniques, and strategies is more helpful to reach the comprehension of
language itself. Richards and Rodgers (2007) states that English is the language of
globalization, international communication, commerce and trade, the media and
pop culture, different motivation for learning it come in to play.
In Indonesia, English is one of the formal subjects that is included in the
curriculum. It has been taught from the primary up to university level. The
Department ofNational Education has made English as a compulsory subject and
positioned it as the first foreign language to be taught in school based on the
curriculum. In order to be able to communicate in English, students are expected
to master the four English skills, they are the mastery of the receptive skills
(reading and listening) and the mastery of the productive skills (speaking and
writing).
One of the skills in English subject is reading that also has an own passion
to make the students really more learn about English. Reading is very important
for study purposes, careers, or simply for pleasure. By reading, much information
1
2
and pleasure may be obtained. According to Harris (1980: 53) reading is a form of
communication. Information and ideas are exchanged between writer and reader
in the act of communicating. The form of written text which read by the reader
can be a communication way to deliver the ideas of the writer about some
particular information. This information will be a new knowledge or as an
entertainment which is needed for the reader.
Reading as a communication through the text includes knowledge, news,
and story. In education, by reading a passage or story the student will get more
knowledge and information. The knowledge or information that they get from
reading can be used for communicating or sharing their idea with other students
through giving opinion or idea. The interaction among students during reading
section will set up the class more active and alive.
Based on the observation in SMA N 15 Medan, the researcher found that
many students had difficulties in reading comprehension. They did not give much
attention and enthusiasm on reading test, because they do not have an appropriate
direct means in getting in touch with the ideas. The researcher thinks that it will
be better to give variation in teaching reading comprehension by using strategy.
Semantic mapping strategy involves drawing a diagram of the
relationships between words according to their use in a particular text and it is
best introduced as a collaborative effort between the teacher and the class (Chall
2012). Semantic mapping strategy is such kind of strategy to correlate the
relationship between words in particular text to enhance the teacher and students
comprehend by drawing or sketch of the information that they get from the text
3
(Stahl and Vancil, 1986). Besides, semantic mapping strategy has been used in a
variety of ways, it has been used as a mean of improving the teaching of study
skills (Hanf, 1971: Heimlich and Pittleman, 1986). Semantic mapping strategy
can be used to improve the teaching of study skills means that it affects the
variation of teaching strategy which include the way in delivering the materials
and the media of materials.
Several studies have investigated the effect of semantic mapping strategy
for teaching reading comprehension. Muhtar (2010) stated in his thesis entitled
“Improving Students’ Reading Comprehension through Semantic Mapping
Strategy‟ that the students who are taught by semantic mapping strategy have
better reading comprehension than those who are taught using directinstruction. It
means that the use of semantic mapping strategy can affect the students’ reading
comprehension optimally.
The finding of Elamathi (2011) stated in his thesis entitled “The Effects of
Using Semantic Map in Reading Comprehension of Descriptive Text”, that
theimplementation of semantic mapping in teaching descriptive text has shown an
improvement. It means that semantic mapping is an appropriate strategy to
improve students’reading comprehension.
It supported by Suci (2013) in her thesis entitled “The Effectiveness of
Using Semantic Mapping Strategy in Teaching Reading Comprehension of
Narrative Text at The Eight Grade Students of SMP Negeri 6 Semarang” she
states that the students’ score after learning reading comprehension of narrative
text through semantic mapping strategy was higher than the students’ score who
4
learn without semantic mapping strategy. It shows that the implementation of the
semantic mapping strategy in teaching reading comprehension has applied well.
Based on the background above and supported by the previously
researches the researcher is very interested in conducting The Effect of Semantic
Mapping Strategy on The Students’ Reading Comprehension.
B. The Problem of the Study
Based on the background of the study, the research problem of this study
is formulated as the following: Does the application of Semantic Mapping
Strategy significantly affect the students’ reading comprehension achievement?
C. The Objective of the Study
In relation to the problem, the objective of the study is to investigate
whether Semantic Mapping Strategy significantly affects the students’ reading
comprehension.
D. The Scope of the Study
Based on the background of the study, this study will be limited to the
effectiveness of using Semantic Mapping Strategy in teaching reading on students
grade X at SMAN 15 Medan. This research will be limited to the Narrative Text.
5
E. The Significance of the Study
As this study concerns with the use of semantic mapping strategy to affect
the student in reading, the findings of this study are expected to be useful as:
1. Theoretically
The findings of the research will give theoretical contribution to the truth
of the theory of schemata theory from which the schematic relation is
developed, and the scemathic relation underlies the semantic mapping
sttategy.
2. Practically
To improve the students’ reading comprehension and widen their horizon
about the function of semantic mapping strategy in their reading
comprehension,
to
improve
the
quality
of
students’
reading
comprehension, and to use this study as reference for next researches.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this study, the researcher found that the students’
achievement taught by using Semantic Mapping Strategy is greater than the
students’ achievement taught by without Semantic Mapping Strategy. It is
indicated from by the data statistically that the result of calculation of t-test that tobserved value 4,889 is greater than t-table value 1,893 at the level of significant
of 0,05, which implies that the alternative Hypothesis (Ha) is accepted.
B. Suggestion
Based on the conclusion above, some suggestions are offered As follows :
a. It is suggested that English teachers apply Semantic Mapping Strategy
in teaching reading comprehension because it has been proved that the
strategy gave the better score to students’ achievement.
b. The students is suggested to apply this learning strategy in
comprehending a text. The students will find by applying Semantic
Mapping Strategy is easier to comprehend the text and get the
unfamiliar words.
48
49
c. For the future studies, the researchers are suggested to conduct study
based on semantic mapping strategy not only developing reading
comprehension but also stimulating students’ critical thinking about
what they have read.
ACKNOWLEDGMENT
First of all, the writer would like to express her praises to Almightily
Jesus Christ who has blessed and given the ability to the writer to complete this
thesis as a partial fulfillment for the requirement for the degree of Sarjana
Pendidikan (S-1) at the English Department of Faculty of Languages and Arts,
State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Art Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra.Meisuri, M.A., as the Secretary of English Department.
Nora Ronita Dewi,S.S,M.Hum., the Head of English Education Study
Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first Thesis Consultant.
Dra. Tjut Ernidawaty, M.Pd., her Second Thesis Consultan.
Dr. I Wy. Dirgayasa, as the Academic Advisor and her Reviewer,
Prof. Dr. Amrin Saragih, M.Pd., and Prof. Dr. Hj. Sumarsih, M.Pd., as
her Reviewers.
All the lectures of English and Literature Department who have taught,
guided, and advised her throughout the academic years.
Euis Sri Wahyuningsih, M.Pd and Mr. Pantes, Administrative staffs of
English Department.
Drs. Darwin Sirega, M.Pd, the headmaster of SMA Negeri 15 Medan.
Her beloved parents, Akp. Posman Antonius Silaen (+) and Mian Anna
Br. Hasibuan, Amd., for the patience, affection, prayer and everything that
have given not only in finishing her study but also in her entire life. Her
sisters: Desinta Utami Silaen, Sartika April Liza Silaen, Febriyanti
Priskila Silaen. Her Brother: Zefania Mangiring Silaen.
Her dearest man, Rinaldi Bernandus Barus, for the support and the prayer.
Her best therapists, Melda Ratna Sari, S.Pd., Meilyn Minarida Br.
Lumban Batu, S.Pd..
Her helperfriend in Castle Rela namely, Janter, Justin, and Raven who
gave her the explanation about something and a book of research.
Her best friends since Senior High School , Trie Hariyani, S.H., Deddy
Kristanto Sinaga, (S.T. to be), Novita Sari Nainggolan, S.E., Sander
Manganju Silalahi, S.E., Rischi Yoshinta Br. Tarigan, S.Si., for their
support, love, and care. Her cutes friends in Graha Jaya Hegina Siagian,
Amd. and Kiki Hasibuan, S.Pd who accompanied her when she down
stairs to the parking area. The writer’s best colleague friends especially for
Extension C 2011, PPLT SMPN 1 Kabanjahe 2014, English Debation
Community and people who direct or indirectly contributed in this study,
your kindness means a lot to her.
Medan, February 2016
The Writer
Maria Romaito Silaen
NIM. 2113321028
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iii
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURES ............................................................................................ vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of the Study ...........................................................................1
B. The Problem of the Study .................................................................................4
C. The Objective of the Study ..............................................................................4
D. The Scope of the Study ....................................................................................4
E. The Significances of the Study .........................................................................5
CHAPTER II: REVIEW OF LITERATURE .....................................................6
A. Theoritical Framework ......................................................................................6
1. Reading Comprehension ............................................................................7
2. The Level of Reading Comprehension ......................................................9
3. The Model of Reading Comprehension ....................................................10
4. The Assessment of Reading Comprehension ...........................................11
5. Teaching Reading Comprehension ...........................................................11
6. Reading Comprehension and Generic Structure.......................................11
7. Semantic Mapping Strategy......................................................................12
8. Narrative Text ...........................................................................................18
B. Conceptual Framework ...................................................................................19
C. Previous Relevant Studies...............................................................................19
D. Hypothesis .......................................................................................................20
iii
CHAPTER III: RESEARCH METHODOLOGY ............................................21
A. Research Method ............................................................................................21
B. Population and Sample ...................................................................................22
1. Population ................................................................................................22
2. Sample ......................................................................................................22
C. The Instrument for Collecting Data ................................................................23
D. The Procedure of Research ............................................................................25
1. Pre Test .....................................................................................................25
2. Treatment ..................................................................................................25
3. Post Test ...................................................................................................27
E. Data Collection ..............................................................................................27
1. Try Out Test ..............................................................................................27
2. Validity of The Test ..................................................................................27
3. Reliability of The Test ..............................................................................28
4. Difficulty Level of the Test .......................................................................29
5. Discriminating Power ...............................................................................30
F. Data Analysis .................................................................................................30
1. Scoring System .........................................................................................31
2. Normality ..................................................................................................32
3. Homogenity...............................................................................................32
4. Testing Hypothesis ....................................................................................33
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............35
A. Data Description .............................................................................................35
B. The Result of Try-out Test .............................................................................37
1. Validity of The Test ..................................................................................37
2. Reliability of The test ................................................................................38
3. Difficulty Level of the Test .......................................................................39
4. Discriminating Power ...............................................................................39
v
C. Data Analysis .................................................................................................40
1. Distribution Score of Experimental Group ..............................................40
2. Distribution Score of control Group ........................................................41
3. Normality of The Test ...............................................................................42
4. Homogenity of The Test ...........................................................................43
5. Testing Hypothesis ...................................................................................44
D. Discussion ......................................................................................................44
CHAPTER V: CONCLUSION AND SUGGESTION ......................................48
A. Conclusion .....................................................................................................48
B. Suggestion .....................................................................................................48
REFERENCES .....................................................................................................50
APPENDICES ......................................................................................................51
v
LIST OF TABLES
Page
2.1 The Example of Narrative Text........................................................................18
3.1 Two Groups Pre Test and Post Test Design ....................................................21
3.2 Specification of Reading Test ..........................................................................24
4.1 The Result of Experimental Group ..................................................................40
4.2 The Result of Control Group............................................................................41
4.3 The Summary of Normality Calculation ..........................................................43
iii