Improving Students’ Reading Comprehension by using Semantic Mapping in Pre-reading: A Classroom Action Research to the Tenth Grade Students of a Senior High School in Mempawah

Neneng Avrianti


This research focuses on improving reading comprehension by using semantic mapping in pre-reading of the tenth grade students of one senior high school in Mempawah. There are some problems appeared in classroom while reading learning. The students have difficulties in reading comprehension. For that reason, the researcher conducted Classroom Action Research. The research was conducted in two cycles. It is followed by evaluation of a test. The finding showed that students’ reading comprehension of the tenth grade has improved. Then, the students’ responses to learning were positive. Their participation in cycle II has improved from cycle I and the teaching learning process was good. Semantic mapping is a good technique, which can be applied by the teacher in the classroom to improve the students’ reading comprehension.


A Classroom Action Research (CAR), Reading Comprehension, Semantic Mapping, and Pre-Reading.

Full Text:



Agustina, Y., Ngadiso, & Rochsantiningsih, D. (2013). The effectiveness of semantic mapping to teach reading viewed from students’ intelligence. English Teaching, 1(1), 27.

Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 64-68.

Amoush, K. H. (2012). The effectiveness of using semantic mapping strategy on reading comprehension of Jordanian University students. Interdisciplinary Journal of Contemporary Research in Business, 4(6), 714-719.

Baleghizadeh, S., and Naeim, M. Y. (2011). Enhancing vocabulary retention through semantic mapping: a single-subject study. The International Journal-Language Society and Culture, (32), 12.

Burns, A. (2010). Doing action research in English language teaching. New York: Routledge.

Burns, A., and Kurtoglu-Hooton, N. (2014). Implementing action research in the modern language classroom. SCILT-Scottish Language Review, (27), 23.

Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education, (5th ed.). New York: Routledge Falmer.

Denton, C., Bryan, D., Wexler, J., Reed, D., and Vaughn, S. (2007). Effective instruction for middle school students with reading difficulties: The reading teacher’s sourcebook. Texas: Texas Education Agency.

Dowdy, S., Wearden, S., and Chilko, D. (2004). Statistics for Research, (3rd ed.).New Jersey: John Wiley & Sons, Inc.

Duke, N. K., and Pearson, P. D. (2002). What research has to say about reading instruction, (3rd ed.). Newark, DE: International Reading Association.

Konza, D. (2011). Research into practice: Understanding the reading process. South Australia: Department of Education and Children’s Service.

Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing.

Latief, M. A. (2009). Classroom Action Research in Language Learning. University of Pittsburgh State University of Malang: Malang.

Little, D. C., and Box, J. A. (2011). The use of a specific schema theory strategy-semantic mapping-to facilitate vocabulary development and comprehension for at-risk readers. Reading Improvement, 48(1), 24-29.

Manoli, P., and Papadopoulou, M. (2012). Graphic organizers as a reading strategy: Research findings and issues. Scientific Research, 3(3), 350.

McShane, S. (2005). Applying Research in Reading Instruction for Adults: First Steps for Teachers. Washington: NCFL.

Mettetal, G. (2001). The what, why, and how of classroom action research. The Journal of Scholarship of Teaching and Learning (JoSoTL), 2(1), 7.

Nyoni, E. (2012). Semantically Enhanced Composition Writing with Learners of English as a Second Language (ESL). International Journal of Humanities and Social Science, 2(18), 266.

Pang, E. S., Muaka, A., Bernhardt, E. B., and Kamil, M. L. (2003). Teaching reading: Educational practice-12. France: SADAG.

Richardson, N. (2010). Education Master: Guided reading strategies for reading comprehension. Retrieved from Fisher Digital Publication.

Singh, Y. K. (2006). Fundamental of research methodology and statistics. New Delhi: New Age International Publisher.

Stahl, S. A. (1986). Discussion is what makes Semantic Maps work in Vocabulary Instruction. Retrieved October 20th, 2014

Supramaniam, E. A/P. (2011). The Degree of Masters of Education (TESL): The effects of using semantic map strategy on reading comprehension for lower secondary learners. Retrieved from The Property of Universiti Teknologi Malaysia. (PZS 19: 16 (Pind.1/07)

Tateum, S. (2007). Degree of Master: A case study of the implementation of semantic mapping as a pre-teaching vocabulary activity to second year English major students at Lampang Rajabhat University. Retrieved from Thammasat University Bangkok.

Ueta, T. (2005). Teaching Reading. English For International Students Unit, University of Birmingham: Published.

Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. Springer Science + Business Media B. V.

Zaid, M. A. (1995). Semantic Mapping in Communicative Language Teaching. Retrieved October 20th, 2014


  • There are currently no refbacks.

Copyright (c) 2015 Neneng Avrianti