Arief, Syamsul (2011) Using concept mapping strategy to improve reading comprehension skills of the eight graders of MTsN Karangkendal Kapetakan Cirebon / Syamsul Arief. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis. Graduate Program in English Language Teaching State University of Malang. Advisors (1) Dr. Johannes A. Prayogo M.Pd. M.Ed. (2) Dr. Suharmanto Ruslan M.Pd. Key words Concept Mapping Strategy improve reading comprehension This study constitutes a classroom action research (CAR) design to improve the students reading comprehension skills by using Concept Mapping Strategy. The strategy is chosen since it allows students to organize the ideas in comprehending the reading materials especially recount texts and learn the reading materials socially and cooperatively. Further the strategy has been proven through many studies to have been able to improve the students achievement and participation. The research problem of this study is How can Concept Mapping Strategy improve reading comprehension skills of the eighth graders of MTs N Karangkendal Kapetakan Cirebon The subjects of this study were thirty-five students (Class VIII-A) of MTsN Karangkendal Kapetakan Cirebon of 2010/2011 academic year. This study was conducted in two cycles by following the procedures of the action research i.e. planning implementing observing and reflecting. Each cycle of the study encompassed three meetings of the strategy implementation and one meeting for reading comprehension test. The data of the study were gathered through the following instruments - observation checklist field notes and reading comprehension test. The findings of the study revealed that the appropriate model of Concept Mapping Strategy in teaching reading consisted of some points. First the findings indicated that Concept Mapping Strategy was successful in improving students reading comprehension achievement. The improvement could be seen from the increase of students gain score from 11 out of 35 students or 31.43% students achieving 10 points in Cycle 1 to 27 out of 35 students or 77.14% students achieving 10 points in Cycle 2. The increase of students score also influence to the students mean score of reading test in each cycle from 54.57 in the preliminary study to 61.52 in the first cycle test and 67.33 in the second cycle test. Second the procedures of using Concept Mapping Strategy in the teaching and learning of reading comprehension are as following steps (1) Showing some pictures related to the topic (2) leading the students to the topic by questioning the pictures and asking the students to map the information in the form of phrases in the circles of mapping (3) giving the students a reading material (recount text material) to each student (4) dividing the students into group this activity is expected to build their cooperative character to each other (5) giving model in reading the text loudly (6) asking the students to underline the unfamiliar words that they found from the text (7) having the students do the first worksheet to be filled in with the unfamiliar words (8) discussing the unfamiliar words from the text that they found (9) asking the students to find a topic of a text and write it down into the big circle of mapping (10) asking the students to count the number of paragraph of the text then making the lines under the big circle based on the number of paragraph (11) asking the students to find and discuss the main idea of each paragraph by classifying and categorizing with lines then write it down into a sentence in sub circles (12) asking the students to find detailed information of each paragraph and completing the map by discussing among the member of the group (13) asking the students to answer comprehension questions in the second worksheet after completing the map then discussing with the group (14) asking the students to present the complete mapping and their answers on white board (15) giving feedbacks to the students by checking the right answers of the previous reading comprehension. Third the findings showed that Concept Mapping Strategy was effective in enhancing the students participation. The students participation in the activities for each meeting tended to increase. It was pointed on that 88.46% of the students participated actively in the third meeting of Cycle 2 in the teaching leaning process of reading comprehension through Concept Mapping Strategy. It is suggested that every English teacher apply Concept Mapping Strategy since it is beneficial not only in improving the reading comprehension but also in activating the students participation in the classroom actively on responding to the teacher s questions. Finally it is suggested that further researchers employ the findings of this research as reference and conduct further research using Concept Mapping Strategy for higher grades such as high schools and with different texts such as narrative or descriptive texts.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 02 Aug 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58509 |
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