2. Actions and Observation
In this step, actions planned in the previous step were done. The actions were done in three meetings on 5, 12, and 19 March 2014. In this cycle, the
researcher presented the topic related to how to cook or make something. The text used in this cycle was procedure text. The details of the meetings are presented as
follows.
a. Using Semantic Mapping
As planned before, the researcher introduced semantic mapping technique in the first meeting. Using black marker, the researcher drew a large oval on the
whiteboard and wrote inside it “How to Make Banana Milkshake”. Then, she
asked the students to tell her what they knew about the topic. The researcher prepared questions to lead students to fill the points of the map. The questions
were: “What ingredients are needed?”, “What kind of tools are used?” “How to make it?”.
The researcher recorded their responses on the whiteboard; listing them in the order they were given. When no further suggestions were raised, the
researcher asked the students how to put them in order as a text. Then the researcher give a text “How to Make Banana Milkshake” to the students. They
discussed the information listed in the map and the content of the text. When the discussion was done. The researcher gave the students handouts.
The handouts consist of three procedure texts and some tasks related to the text. The tasks included filling semantic mapping, answering questions, etc.
The handouts were used for the main activity in the class. The researcher explored the students’ knowledge about the topic of that day to build students’
background knowledge. She asked them to recall their knowledge about procedure texts, including the purpose, generic structure and language features. She
reminded students that most of procedure texts about food recipe consist of ingredients and steps.
The students were interested in completing the map. They rushed to get their turn to fill the map that the researcher drew on the whiteboard.
The contents of the semantic mapping that was used in the tasks included the general and specific information of the text. The map was used as an activity
before reading to explore the students’ prior knowledge. The findings can be seen from the quotations below.
R:
Menurut kamu, semantic mapping yang ada sebelum kita baca teks itu membantu gak dek buat memahami teks?
In your opinion, how
was semantic mapping? Did it help you to understand the text?
S:
Kalo aku sih membantu mbak. Sebelum baca aku udah punya gambaran isi teksnya, terus kata-kata yang nanti ada di teks juga
udah banyak yang ada di map. Terus bisa inget kata -kata yang sebelumya aku udah tau juga.
In my opinion, it helped me. Before reading, I knew what the text would be, and it consisted of the
words that were used in the text. I could also remember the words that I knew before
AppendixInterview transcript 5
R: S:
R: S:
Faza, waktu kamu mau baca teks tadi kan ada semantic mapping dulu, gimana itu tadi, membantu tidak?
Faza, before you read the text, there was a semantic mapping. How do you think about it?
Did it help you?
Ya, membantu mbak. Liat di map nya sama aja udah tahu banyak tentang isi teksnya. Misalnya cara masak apa gitu, kan udah ada
ingredients, alat sama bagaimana dalam Bahasa Inggis, jadi pas baca teksnya gak susah memahaminya.
It was helpful. When I read the map I had known most of the content of the text. For
example how to cook something, I could find the ingredients, tools, and steps written in English in the map, so I can easily comprehend
the text when I read it.
Jadi misal udah tau cara masak mi gitu, terus di map ada Bahasa Inggrisnya, itu lebih enak ya?
So, you know how to make instant noodle, and the map provided the English words, and it became
easier for you to comprehend the text?
Iya mbak, jadi gak perlu buka kamus banyak-banyak, lagian di map juga udah dikelompokkan kata-katanya.
Yes, I did not have to open the dictionary for many times. The map had also grouped the
words. AppendixInterview Transcript 6
From the quotations above, the students were able to recall their previous knowledge. Moreover, by using semantic mapping before the reading activity, the
students could imagine how the text would be. It facilitated the students for better comprehension.
The use of semantic mapping was not limited only before reading activity. It was used while reading and after reading activity. The students also found that it
was helpful to have semantic mapping after reading. R:
S:
Dek, kalo menurut kamu, semantic mapping nya bantu enggak pas abis baca?
What do you think of the semantic mapping after reading activity?
Lumayan membantu sih mbak, aku jadi ngerti poin-poin yang perlu dipahami. Terus, kata-katanya banyak yang ingat. Kayak
semacam ringkasan gitu. Jadi kalau mau jawab pertanyaan tentang teksnya jadi gampang.
It helped me, miss. I understood the important points of the text. I could also remember the words from
the map. It was like a summary. I could easily answer questions related to the text.
AppendixInterview transcript 7
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