The following is the example of descriptive text:
My New Backpack
I have a new backpack. Its color is soft green. I always bring it whenever I go to school. It is made of
strong fabric. My backpack has several different parts. The first
part is the pocket where I put my money and library card. The second part is the main part. I always put
my books and pencil case in it. The third part is a small pocket at the left side of the backpack. I keep a
bottle of plain water in this pocket.
Mandiri: Practice Your English Competence for VII Grade SMP, Erlangga, written by Nur Zaida, 2009:57
Regarding the explanation of descriptive text, conclusions can be summarized for this research. A descriptive text is a text which says a person is like, for the
purpose is to describe a particular person completely. The generic structures of descriptive text consist of identification and description. The language features of
descriptive text are using simple present tense, using adjective and using adverb.
2.7 Relevant Research Findings
There are some relevant research findings related to the use of Semantic Mapping technique on reading skill. Novitasari 2011 conducted a study on the
Semantic Mapping as metacognitive strategy training in reading comprehension through classroom action research at SMPN 2 Genteng in the 20102011 academic
year. This research was done in two cycles. The result indicated that Semantic Mapping could improve the result of reading test and the active participation of the
students. On the first cycle, the result showed that the mean score of the reading test of the students was 67.6 and the students who were active on the teaching process
were 63.9. On the second cycle, the mean score of the reading test of the students were 74.3 and the students who were actively participated during the teaching process
were 83.3. Thus, the use of Semantic Mapping Technique was able not only increased the reading comprehension achievement as many as 6,7, but also the
Identification
Description
Line 5
students’ active participation improved as many as 19,4 . The result showed that the students’ were active and motivated in joining the class as they work in group
because this technique made the students organized the information in cluster, so that they could understand well the concept stated in the text.
Further, another study of using Semantic Mapping technique also has been conducted by Mozayan et.al 2012. They applied the role of Semantic Mapping as a
while-reading activity in improving reading comprehension ability of the Iranian University Students. It showed that the students enjoyed better in doing reading
comprehension achievement by using Semantic Mapping technique because they easier found the whole meaning of the reading text. The result of the interview also
proved that the students were satisfied with the semantic maps they produced because Semantic Mapping activities allowed them to sketch ideas loosely.
The similarity of this research with the research findings above is the use of Semantic Mapping technique in reading comprehension achievement. Meanwhile, the
differences are; the research participants of this research were the students of junior high school in the VII-A grade. However, Novitasari 2010 chose the students of
junior high school in the eighth grade, and Mozayan et.al 2012 chose Iranian University Students.
In conclusion, the previous studies revealed almost the same findings; they showed that the effects of using the Semantic Mapping do not only improve the
students’ reading comprehension achievement and their active participation, but also proved that Semantic Mapping is effective to be used to teach reading
comprehension.
2.8 The Recent Condition of the Teaching of Reading at SMPN 3 Rambipuji
