2 To find out whether or not there is significant difference of achievement before and after the students of the eighth grade students of SMPN 6
Semarang do reading narrative text by using semantic mapping strategy.
1.5 Hypotheses of the Study
There are two hypotheses in this study that are working hypothesis and null hypothesis:
1 Ho: There is a significant difference between the students’ reading comprehension of narrative text taught by semantic mapping strategy and
taught by quick reading method. 2 Hi: There is no significant difference between the students’ reading
comprehension of narrative text taught by semantic mapping strategy and taught by quick reading method.
1.6 Significance of the Study
The results of this study can contribute some benefits related to theoretical, pedagogical and practical significance as follow:
1 Theoretical significance The results of the research will give theoretical information about the
effectiveness of using semantic mapping strategy in teaching narrative text reading comprehension. The semantic mapping strategy more effective in
teaching reading of narrative text than the teacher uses other strategies. The
sub-strategy of semantic mapping such as List-Group-Label strategy, Think- Alouds strategy and Somebody-Wanted-But-So strategy are appropriate in
teaching reading of narrative text. Those theory are simply but have many effectiveness. There are several advantage, as follow those strategies give a
variety in teaching process, each strategy has main purpose to enhance the reading comprehend of the students, and the strategies more fun to apply in
teaching reading. Theoretically, this research will help the researcher of further research to find out the new strategy which is supported and combined
with semantic mapping strategy through reading a text. 2 Pedagogical significance
a. Students It may motivate the students to improve their interest in reading ability with a
pleasure and not only read one type of text but also they can be enthusiastic for other many kinds of texts. The students can actively participate and make a
discussion in every session of English lesson in class. They will move freely and individually with their own presentation to make a good result of their
understanding too without depend on their teacher perspective all the time. Their improvement of interest in reading comprehension will help them to get
much knowledge, information and master English well. So they can easily understand what does the text tell about by using semantic mapping strategy.
b. Teachers The teacher will get new suggestion about teaching process that semantic
mapping strategy can be used for teaching reading comprehension of several
