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instructional strategy, semantic mapping involves a variety of basic memory and comprehension techniques such as making associations, grouping, and using
visual memory of the semantic map that incorporate relating old knowledge to new.
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From these definitions given above, semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories
words related to one another. Semantic mapping is an adaptation of concept definition mapping but builds on students’ prior knowledge or schema. While it
draws on prior knowledge it recognizes important components and shows the relationships among the components. Through semantic mapping the students
attract to use their imagination to find the connection between word which help them to retain their schemata of English vocabulary, remember the new given-
words from their teacher and they can get the new word by themselves when they fill in semantic map. Semantic mapping is an attractive strategy which make the
students interested in and creative, because learning through semantic mapping is different from the traditional vocabulary learning, it have to use some media such
as picture, shape and colour.
2. Procedure of Using Semantic Mapping
The framework of semantic mapping includes: the concept of word, two category examples, and other examples. This is a very interactive process and
should be modeled by the teacher first. The steps involved in semantic mapping are: write the concept word on the board, explain the steps involved and have
students think of as many words as they can for the concept word, write the list on the board or overhead and have students copy it, and finally in groups have
students put the words into categories.
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http:www.longwood.edustaffjonescdprojectseduc530aboxleygraphicorggrphhome .htm
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http:www.longwood.edustaffjonescdprojectseduc530aboxleygraphicorggrphhome . htm
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According to Nation, below are the steps to use semantic mapping in teaching vocabulary:
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a The teacher writes the topic of piece of writing in a short form in the middle of the board, for example Energy
b The learners then suggest ideas that they have about energy and the
teachers notes the most important words and phrases from these ideas on board radiating out from the topic. If ideas are slow in coming the teacher
can give some guiding questions, such as What are the different kinds of energy? What energy sources do we use when we drive a car?
c After a reasonable number of words and phrases are on the board and these covers the main ideas, the teacher and learners then suggest how
these ideas could be sequence in a piece of writing. d If the teacher wants to make sure that the words or phrases are actually
remembered, the teacher tells the learners to look at the board for a minute and then cleans the board. The learners then come up one by one to
reconstruct what was on the board, or tell the teacher what to write and where.
Other steps are:
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1. The teacher decides on a topic for instruction and the new words that are important to be taught. The topic or concept is briefly introduced, and a
key word is written on the chalkboard, overhead transparency, or chart paper.
2. Students are asked to think of other words that come to mind when they read the key word. It is also appropriate for the students to write down a
list of these words to be shared with the class. 3. The students share their recorded words. If any of the teachers new
words are not suggested, the teacher presents them for discussion. 4. After the list of words is completed, the words are grouped by category.
Students discuss why certain words go together. Category names are assigned.
5. A class map of the words is created by putting the information on a large sheet of paper. The map is discussed. At this time, students are encouraged
to add items to the categories or even to suggest new categories. 6. As other new words that relate to the topic are discovered through the
reading of the text, additions are made to the map. For attention, in the beginning the teacher may choose to write down not
only the key word to be considered but also some categories. As the students become more adept at using this strategy, the categories will be determined by the
class.
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I.S.P Nation, Teaching Vocabulary: Strategies and Techniques Boston: Heinle Cengage Learning, 2008, p. 95.
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http:www.learningpt.orgliteracyadolescentstrategiessemantic.php
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Based on some sources about how the way to teach semantic mapping above, the writer conclude if the steps of using semantic mapping in teaching
vocabulary is like this, for example in teaching about transportation we might divide transportation at the air, land, and water in a diagram like in the picture
below. Then we might display the target words: trolley, van, canoe, aircraft, blimp, and glider. Next, begin instruction by having students brainstorm words
related to the concept of transportation in air, land, and water. When they brainstorm, make them list their words on their worksheet and make sure the
target words are included. During the brainstorm session, announce to the students that they can discuss it to other friends in order they can get the right words in
each categories. Finally, write what the words they have got on a whiteboard and at last the diagram may have filled below:
Figure 2.1 Semantic Mapping Result Sample
3. Form of Semantic Mapping
