the courage to explore and express their idea. The enjoyable and fun situation effected the students’ motivation.
From the result of reflection, the researcher concluded that semantic mapping technique is a suitable technique to improve the students’ reading
comprehension in SMP Negeri 1 Sine.
B. Discussion
The discussion is focused on using the semantic mapping technique in the teaching and learning of reading comprehension at SMP Negeri 1 Sine. 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 teacher just read the text loudly, asked the students to translate it by
themselves and answered the comprehension question. The students 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: 1 the improvement of students’ reading comprehension;
2 the improvement of the teaching and learning process.
commit to users
1. The Improvement of Reading Comprehension 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 schemata. 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:
1 The students could find the explicit information of the text. 2 The students could find the implicit information text.
3 The students’ reading scores improve from cycle to cycle which can be
seen on the following table.
commit to users
Test Mean score
Pre-test 55.89
Post-test cycle 1 63.16
Post-test cycle 2 75.05
Table 1: The mean scores of the test Table 1 showed that there was an improvement of students’ test result
before and after the action research. It was proved by the increase of the students’ mean score from 55.89 in the pre-test to 63.16 in Cycle 1, and 75.05 in Cycle 2.
2. The Improvement of the Teaching and Learning Process 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.
commit to users
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the research results and discussion elaborated in the preceding 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
from 55.89 in the pre-test to 63.16 in Cycle 1, and 75.05 in Cycle 2. 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 schemata. By creating a
semantic map based on the students’ schemata, the students are prepared with the topic to be read 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.
commit to users
