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words or concepts related to the topic. Meanwhile, lecturing focus es on theacher’s
explanation and emphasizes learning on students’ listening. Thus, it can be assumed that semantic mapping is more effective than
lecturing to teach reading.
2. The Diffference between Students Having High Intelligence and Students
Having Low Intelligence
The students who have high level of intelligence can acquire knowledge quickly and apply the knowledge effectively. Students having high intelligence
will give a great skill in learning particularly in comprehending a text. They also have h
igh interest to pay much attention to the teacher’s explanation in the class and always do the task well and correctly. Infact, they do not feel bored in
learning process because they are more active than the students who have low intelligence.
On the contrary, the students who have low level of intelligence usually have low interest in joining the teaching and learning process. They will have a
little bit attention to the teacher’s instruction. They will tend to study and comprehend the material slowly. Actually, they are passive to learn in the class
and always depend on the their teacher’s explanation and their friends helping in completing the task. They just listen and become followers of their friends are
doing. That is why students who have high level of intelligence are supposed to
have higher reading skill than the students who have low level of intelligence.
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3. The Interaction between Semantic Mapping, Lecturing, and Students’
Intelligence on Reading
Generally, it cannot be neglected that the teaching strategies which are used by the teacher have a great influence for the success of teaching and learning
process. In teaching reading the teacher should be able to find a proper teaching stategy that can motivate the students in joining the reading class based on the
students’ intelligence. Lecturing cannot motivate and stimulate the students because it just
focuses on the teacher-centered on practicing and drilling performance. It means lecturing activity emphasize on learning by listening the material to the teacher,
consequently the student’ attention wanes quickly after fifteen to twenty-five minute. Lecturing seems proper for the students who have low intelligence in
joinning the class. They don’t need to be active and usually wait for the teacher’ explanation about the material and friends’ helping in completing the class.
Consequently, the students are passive in reading class. Therefore, lecturing is supposed to be more effective for the students who have low intelligence in
teaching reading. Meanwhile, semantic mapping helps the students develop prior knowledge
by seeing the relationship in a given topic. Prior knowledge can be used as stepping to get new knowledge. It is an interactive activity because in drafting the
map, the students work with each other both before and after the target language topic. It needs total students involvement, the students are active particanpants
throughout the development of the map. Their brainstorming allows the map to take its first shape; and their output during following the assignment determines
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the final shape the map will have. Semantic mapping seems proper for the students who have high intelligence because this strategy allows the students to be
more active in acquaring the academic content without neglecting their social interaction with other students, unconsciouly they not only concern with the
materials but also develop their social interaction with their classmates or group members. This strategy is supposed to be more effective for the students who have
high intelligence. Based on the description above, it is predicted that there is an intraction
between teaching strategies and students’ intelligence in teaching reading.
H. Hypothesis
