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The effectiveness of semantic mapping strategy in teaching reading comprehension skill to the tenth graders at man prambon nganjuk / Puspita Sari

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Key Words: Effectiveness, Reading Comprehension, Semantic Mapping

Reading is an important factor in children’s reading development, but teaching English in senior high school in Indonesia particularly in reading class is less affective. Children and young adult who have problem with reading comprehension will have problem with every subject in school and they can develop their creativity, spelling vocabulary, critical thinking, and even writing skill. There are many ways and strategies to increase students’ reading comprehension skill. One of them is by using semantic mapping. Semantic mapping is an ideal tool for learning because it is easy to use and engage students in the process of learning. This involves combination of images, colors and visual spatial arrangement for expressing related ideas and complex problems in a simple way which can be used by students at different age groups.
Research design used in this research is quasi experimental design because the sample cannot be taken randomly. The subjects of this study are the students at tenth grade of MAN Prambon Nganjuk especially class X-2 and X-3. Every group consists of 20 students. The researcher uses students of class X-3 as an experimental group who are taught using semantic mapping strategy and students of class X-2 as the control group who are taught without using semantic mapping strategy. The instrument used in this research is test. The result of the test was calculated by using ANCOVA through SPSS 21.
Based on the result of test administered in experimental and control group, the mean score of pre-test at experimental group is 65.80 and the mean score of pre-test at control group is 60.00. Meanwhile, the result of the post-test from both of the group is 72.70 at experimental group and 63.90 at control group. The result of ANCOVA from the SPSS program shows that the distribution of dependent variable is normal that is p (0.793) > α (0.05). Then, the homogeneity variance of both groups is equal that is p (0.384) > α (0.05). There is no interaction between pretest and group, as evidenced by p (0.244) > α (0.05). Then, there is relationship between post-test and pre-test, it is show by (0.000) < α (0.05). In the test between subject effect, the significant is 0.005 is less than 0.05, P (0.005) < α (0.05). from the result, it has enough evidence to reject the null hypothesis. So, it can be concluded that using semantic mapping is effective in teaching reading comprehension to the tenth graders at MAN Prambon Nganjuk.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

KS/TBI-14/090

Penerbit

Kediri : STAIN KEDIRI., 2014

Deskripsi Fisik

xv. 48 hlm. bibl.30 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

KS TBI-14

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Cet. 1

Subjek

Effectiveness-Reading Comprehension
Semantic Mapping

Info Detail Spesifik

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