gave feedback to the students. By checking the students’ map teacher was able to build a relationship with the students, give them feedback and suggestion related
to the teaching and learning activity.
E. Discussion
The discussion is focused on using the semantic mapping technique in the teaching and learning of reading comprehension at SMP Negeri 1 Jetis. In this
process, the researcher identified some factors causing the low achievement of the students’ reading comprehension. The factors came from the teacher and students.
The English teacher used monotonous technique in the teaching reading comprehension. Unfortunately, this technique was not suitable with the condition
of the class. The students were not active in the teaching and learning process. The y were passive during the teaching and learning process. They also often got
bored during the lesson, so that they did not understand the materials which had been taught by the teacher.
After implementing the action in the first and second cycle, some points can be taken, namely; the improvement of students’ reading comprehension and
the improvement of the teaching and learning process. From the tests, it could be concluded that semantic mapping technique
could improve the students’ reading comprehension. Zaid 1995: 9 stated that semantic mapping allows students to manifest considerable improvement in
writing expression, vocabulary development, and reading comprehension. The advantages of using semantic mapping strategy in teaching and learning reading
were:
a. Using the semantic mapping strategy in the pre-reading phase can stimulate
the students’ prior knowledge b.
Using the semantic mapping strategy in the whilst-reading phase helps the students to record the information obtained from the text.
c. Using the semantic mapping strategy in the post-reading phase provides the
students with an overall description about the text and helps the teacher to assess the students’ comprehension of the text.
There were some indicators which showed that there was an improvement in their reading comprehension. They were:
a. The students could find the explicit information from texts.
b. The students could find the implicit information from texts.
c. The students needed less time in comprehending texts.
d. The students’ reading scores improved.
Teachings reading through semantic mapping technique made the students easier to understand the content of the text. They became more active in learning
reading. They showed their contribution in the discussion and participated well in the teaching and learning process by giving some opinion and asking some
information they did not know. They enjoyed joining the lesson. The added media also made the students comprehend the content of the text more easily.
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the research results and discussion elaborated in the previous chapters, the researcher concludes as follows:
1. The semantic mapping strategy can improve students’ reading comprehension.
It is proven by the increase of the students’ mean score. 2.
The semantic mapping strategy can improve the class situation. The class becomes more enjoyable and fun. The students become more active both
individually and in group. 3.
The advantages of using semantic mapping strategy in teaching reading are: a.
Using the semantic mapping strategy in the pre-reading phase can stimulate the students’ prior knowledge. By creating a semantic map based on the
students’ prior knowledge, the students are prepared with the topic to be discussed.
b. Using the semantic mapping strategy in the whilst-reading phase helps the
students to record the information obtained from the text. By making a semantic map while reading a text, the students are equipped with a technique
to relate their prior knowledge with the new information. c.
Using the semantic mapping strategy in the post-reading phase provides the students with an overall description about the text and helps the teacher to
assess the students’ comprehension of the text.
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