TABLE OF CONTENT - digilib.uns.ac.id/The... · SEMANTIC MAPPING TO TEACH READING VIEWED FROM STUDENTS’ INTELLIGENCE (An Experimental Study at the Eighth Graders of SMP Negeri 12

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THE EFFECTIVENESS OF SEMANTIC MAPPING TO

TEACH READING VIEWED FROM STUDENTS’

INTELLIGENCE

(An Experimental Study at the Eighth Graders of SMP Negeri 12

Tasikmalaya in the Academic Year of 2012/2013)

A Thesis

This Thesis is Completed as Partial Fulfillment of Requirement for Magister

of Education Degree of English Language Teaching

YULIA AGUSTINA

S891108124

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY

2013


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PRONOUNCEMENT

APPROVAL

THE EFFECTIVENESS OF SEMANTIC MAPPING TO TEACH

READING VIEWED FROM STUDENTS’ INTELLIGENCE

(An Experimental Study at the Eighth Graders of SMP Negeri 12

Tasikmalaya in the Academic Year of 2012/2013 )

THESIS

By

Yulia Agustina

NIM: S891108124

This thesis has been approved to be examined by the consultants of the English

Department, Graduate School of Sebelas Maret University, Surakarta

On: January, 10th

, 2013

Approved by

The Head of English Education Department

Consultant I

Dr. Ngadiso, M.Pd

NIP. 1962121231198803 1 009

Consultant II

Dra. Dewi Rochsantiningsih, M.Ed., Ph.D

NIP. 19600918198702 2001

Dr. Abdul Asib, M.Pd.

NIP. 19520307198003 1 005


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ABSTRACT

.


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ABSTRACT

Yulia Agustina, S891108124. 2013. The Effectiveness of Semantic Mapping to

Teach Reading Viewed from Students’ Intelligence (An Experimental Study at the

Eighth Graders of SMPN 12 Tasikmalaya in the Academic Year of 2012/2013).

Thesis Consultant I: Dr. Ngadiso, M.Pd; II: Dra, Dewi Rochsantiningsih, M.Pd,

Ph.D. Thesis. Surakarta: English Education Department Graduate School, Sebelas

Maret University of Surakarta. 2013.

The objectives of this research are to find out whether: (1) semantic

mapping is more effective than lecturing to teach reading at the Eighth Graders of

SMPN 12 Tasikmalaya in the Academic Year of 2012/2013; (2) the students who

have high intelligence have better reading ability than those who have low

intelligence at the Eighth Graders of SMPN 12 Tasikmalaya in the Academic

Year of 2012/2013; and (3) there is an interaction between teaching strategies and

students’ intelligence in teaching reading at the Eighth Graders of SMPN 12

Tasikmalaya in the Academic Year of 2012/2013.

This research was an experimental study, conducted at the eighth graders

SMPN 12 Tasikmalaya in the Academic Year of 2012/2013. The samples were

two classes: (1) VIII C consisting of 40 students; and (2) VIII D consisting of 40

students. The researcher used the cluster random sampling. Each class was

divided into two groups (the students who have high and low intelligence). The

research instruments consist of the students’ intelligence document and a reading

test. The reading test was tried out to get valid and reliable items. Then, the data

were analyzed by using multifactor analysis of variance 2 x 2 (ANOVA) and

Tukey test.

Based on the research results, there are research findings as follows: (1)

the students who are taught by using semantic mapping have better reading ability

than those who are taught by using lecturing. In addition, the use of semantic

mapping is more effective than lecturing to teach reading; (2) the students who

have high intelligence have better reading ability than those who have low

intelligence; and (3) there is an interaction between teaching strategies and

students’ intelligence because semantic mapping is more effective to teach

reading for the students having high intelligence, and lecturing is more effective to

teach reading for students having low intelligence.

Finally, it can be inferred that: (1) semantic mapping is an effective

strategy to teach reading at the eighth graders of SMPN 12 Tasikmalaya in the

academic year of 2012/2013; (2) the effectiveness of the strategy is affected by the

level of students’ intelligence. Hopefully, this result of this research will be

considered by an English teacher to select and determine an appropriate teaching

strategy to teach reading for the students who have high or low intelligence.

Key words: Semantic Mapping, Lecturing, and Intelligence


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MOTTO

Fainnama’al u’sri yusro

“In every difficulty, there is an easiness”

(Q.S. Al-insyirah: 5)


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DEDICATION

This thesis is dedicated to:

Her parent (Drs. H. Rahmat Hidayat and Hj. Dede Dewiyani, M. Pd),

Her beloved brother (Aar Syia’rudin M), Her close friends and all

family.


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ACKNOWLEDGMENT

The reseacher whishes to thanks, Alhamdulillah to Allah SWT., because

of His mercy and blessing, that she has completed writing her thesis. She also

would like to express special appriciation to: Dr. Ngadiso, M. Pd. as the first

consultant for his patience, guidance, encouragement and supports to the

researcher during designing this thesis. Moreover, she would like say thank you

to Dra, Dewi Rochsantiningsih, M.Ed, Ph.D, as the second consultant, for all

meaningful helps, constructive criticisms and advices and her position as the

Secretary of English Department for the great inspiration. Then, Drs. H. Tarjana,

M.A, as the consultant on her initial process of conducting the researcher’s

research.

In addition, The Director of Graduate School of Sebelas Maret University

and The Head of the English Education Department of Graduate School for giving

her permission and having approved this thesis. She would like to thank you to

Agus Sutarli M. Pd, as the Headmaster of SMP Negeri 12 Tasikmalaya who has

allowed his permission to the researcher to conduct the research in his school and

the students of the eighth graders of SMPN 12 Tasikmalaya who have helped the

researcher to conduct this research. Ena, S. Pd, the teacher and collaborator who

helped and joined with the researcher to conduct this research, and all of my

classmates in English Education Program, thanks for their togetherness,

companion, cooperation, abundant supports and suggestions.

Finally, the researcher believes that this thesis is still many weaknesses,

so that she would be very glad to welcome all comments and suggestions for the

improvement of this thesis. Hopefully, this thesis will be useful for the readers,

especially for her self.

Surakarta, February 2013

Yulia Agustina

NIM:S891108124


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TABLE OF CONTENT

TITLE .......................................................................................................... i

APPROVAL ................................................................................................. ii

LEGITIMATION ........................................................................................... iii

PRONOUNCEMENT ................................................................................... iv

ABSTRACT .................................................................................................... v

MOTTO ....................................................................................................... vi

DEDICATION ............................................................................................. vii

ACKNOWLEDGMENT ............................................................................ viii

TABLE OF CONTENT .............................................................................. ix

LIST OF TABLES ....................................................................................... xi

LIST OF FIGURES ..................................................................................... xii

LIST OF APPENDICS ............................................................................... xiii

CHAPTER I INTRODUCTION

A. Background of the Study .................................................. 1

B. Identification of the Problem ............................................ 5

C. Limitation of the Problem ................................................. 5

D. Formulation of the Problem .............................................. 6

E. Objectives of the Study ..................................................... 6

F. Benefits of the Study ........................................................ 7

CHAPTER II LITERATURE REVIEW

A. Reading ............................................................................. 8

1. Definitions of Reading ................................................. 8

2. Micro and Macro Skills of Reading .............................. 11

3. Purpose of Reading ......................................................... 12

4. Strategy of Reading ...................................................... 13

5. Steps of Teaching Reading ............................................. 14

B. Semantic Mapping Strategy ............................................. 15

1. Concept of Semantic Mapping ...................................... 15

2. The Use of Semantic Mapping........................................ 17

3. Steps of Teaching Reading Using Semantic Maping ...... 19

4. Advantages of Semantic Mapping ................................ 21

5. Disadvantages of Semantic Mapping .............................. 21

C. Lecturing Strategy ............................................................ 21

1. Concept of Lecturing ................................................... 21

2. Steps of Teaching Reading Using Lecturing ................. 22

3. Advantages of Lecturing ............................................... 23

4. Disadvantages of Lecturing .......................................... 23

D. Teaching Reading Using Semantic Mapping Compared to

Lecturing ............................................................................ 24

E. Intelligence .......................................................................... 25

1. The Concept of Intelligence ........................................... 25


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2. Theories and Types of Intelligence ................................. 26

3. Factors Affecting Intelligence ......................................... 30

F. Review of Related Research ................................................ 33

G. Rationale ........................................................................... 36

H. Hypothesis ........................................................................ 39

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Research ........................................ 40

B. Research Method .............................................................. 40

C. Population, Sample, and Sampling ................................... 41

1. Population .................................................................... 41

2. Sample .......................................................................... 42

3. Sampling ....................................................................... 42

D. Technique of Collecting Data ........................................... 42

E. Technique of Analyzing Data ........................................... 46

CHAPTER IV THE RESULT OF THE STUDY

A. The Description of the Data ............................................... 51

B. Two-way ANNOVA Prerequisites ...................................... 59

C. Hypothesis Test .................................................................. 61

D. The Discussion of Data Analysis ........................................ 64

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion .......................................................................... 69

B. Implication .......................................................................... 69

C. Suggestion ........................................................................... 71

BIBLIOGRAPHY .......................................................................................... 73

APPENDICES ............................................................................................... 76


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LIST OF TABLES

Tables 2.1 Teaching Reading Using Semantic Mapping Compared to Lecturing 24 66

Tables 3.1 Research Time Frame ..................................................................... 40

Tables 3.2 Intelligence Score Classifications................................................... 43

Tables 3.3 Design for Summarizing ANOVA ................................................. 47

Tables 4.1 Frequency Distribution of Data A1 ................................................ 52

Tables 4.2 Frequency Distribution of Data A2 ............................................... 53

Tables 4.3 Frequency Distribution of Data B1 ................................................ 54

Tables 4.4 Frequency Distribution of Data B2 ................................................ 55

Tables 4.5 Frequency Distribution of Data A1B1 ............................................ 56

Tables 4.6 Frequency Distribution of Data A2 B1 ........................................... 53

Tables 4.7 Frequency Distribution of Data A1 B2 .......................................... 58

Tables 4.8 Frequency Distribution of Data A2 B2 ........................................... 59

Tables 4.9 The Summary of Normality Test ................................................... 60

Tables 4.10 The Data of Homogeneity Test of Population ............................. 61

Tables 4.11 The Result of Homogeneity Test of Population ......................... 61

Tables 4.12 Summary of Multifactor Analysis of Varience ........................... 62

Tables 4.13 Summary of Tuckey Test ............................................................. 63


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LIST OF FIGURES

Figure 4.1 Histogram and Polygon of Data A1 ............................................... 52

Figure 4.2 Histogram and Polygon of Data A2 ................................................ 53

Figure 4.3 Histogram and Polygon of Data B1 ................................................ 54

Figure 4.4 Histogram and Polygon of Data B2 ................................................ 55

Figure 4.5 Histogram and Polygon of Data A1B1 ............................................ 56





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LIST OF APPENDICES

APPENDIX 1 : RESEARCH INSTRUMENT

Appendix 1.1 : Lesson Plan (RPP) Experimental Class ................................ 76

Appendix 1.2 : Lesson Plan (RPP) Control Class ......................................... 142

Appendix 1.3 : The Blue Print of Reading Instrument (before tryout) .......... 183

Appendix 1.4 : Reading Test and Answer Key (before tryout) ..................... 184

Appendix 1.5 : The Blue Print of Reading Instrument (after tryout) ............. 197

Appendix 1.6 : Reading Test and Answer Key (after tryout)......................... 198

Appendix 1.7: Students’ Worksheet .............................................................. 209

APPENDIX 2 : RESULTS OF INSTRUMENT TRY-OUT

Appendix 2.1 : Score Distribution of Reading Test Try-out .......................... 210

Appendix 2.2 : The Result Validity and Reliability of Reading Test ............ 216

Appendix 2.3 : The Validity Test of the Valid Items .................................... 221

APPENDIX 3 : RESULTS OF THE RESEARCH

Appendix 3.1 : The Tabulation of IQ Score and Reading Score .................. 222

Appendix 3.2 : Mean, Mode, Median, and Standard Deviation ................... 223

APPENDIX 4 : TWO-WAY ANOVA PREREQUISITE

Appendix 4.1 : Normality Test of Populations ............................................. 233

Appendix 4.2 : Homogeineity Test of Populations ....................................... 241

APPENDIX 5 : RESULTS OF THE RESEARCH

Appendix 5.1 : Multifactor Analysis of Variance Test ................................ 243

Appendix 5.2 : Tukey Test ........................................................................... 246


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CHAPTER I

INTRODUCTION

A. Background of the Study

English is the global language used by the international community in all

aspects. They use English for their diplomacy, business, science, technology,

banking, computing, communicating, ect. Those make the role of English become

very important. Today English is widely taught around the world as a second

language. But in Indonesian, English is as foreign language. It is learnt by the

students in all levels (kindergarten, elementary, junior, and senior high school and

university).

Recognizing the reality of the importance of English nowdays and for the

future, learning English should be applied because the competition that will be

faced not only in regional but also global competition. Therefore, everyone must

be able to communicate in English, one of the efforts is the implementation of

English as main subjects in Indonesian curriculum.

Based on curiculum, the implementation of English learning includes four

skills, they are: listening, speaking, reading, and writing. These are the skills

which must be mastered and applied by students in all aspects, it aims to increase

their competence in using English. Among those fours skills, reading is one of

kills which have to be taught. This case shows that reading is very important skill

to be mastered by the students because by reading students will get knowledge,

new information, enrich their vocabulary, etc.


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According to Brown (2004: 118) listening and reading are receptive skills.

Receptive skills are the ways in which people extract meaning from the discourse

that they hear and see. It means when the reader or listener receives information

from what they hear and see, they use their prior knowledge as the process of

comprehension. Actually, reading cannot be separated from comprehension,

without comprehending the text, the readers especially the students will not

understand and will not receive the message or information from reading

materials. Essentially, reading is a process used by the reader to understand and to

get a message that is conveyed by the writer through the media of written

language.

Reading ability is an important tool for academic success because it is an

important activity in life which students can update their knowledge, enrich

vocabulary, add knowledge, ect. But in fact, the students still have low ability in

reading competence, yet they still lack in understanding reading material. It is

caused by many factors such as: they rarely read, lack of vocabulary, low

motivation, and inappropriate teaching strategy used when the teachers attempted

to explain reading materials (Kamal Muhtar, 2010: 3).

The teacher’s strategies in teaching reading are important factors to

improve the students’ ability in reading skill. The teacher should choose an

appropriate strategy in order to make students achieve adequate competence in

reading. There are some kinds of strategies that can be applied by the teacher in

teaching reading. Semantic mapping strategy is supposed to be appropriate

strategy to develop her students’ ability in reading. Semantic mapping helps the


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students develop prior knowledge by seeing the relationship in a given topic. It is

a visual representation of a particular concept (Cooper, et al., 2009: 102).

This strategy is most effective when it is used before, during, and after

reading and when the teachers serve as the guide or facilitator to their students

who construst their own semantis maps. When semantic mapping is as prereading,

helps to active students’ prior knowledge (schemata). By creating semantic

mapping based on the students knowledge, the students are prepared with the

topic to be read (Heimlich and Pittelman in Antonnaci, et al., 2011: 18). Further,

the teacher may use students’ prereading semantic maps to determine how much

knowledge building is required before students read the text (Antonnaci 2011:

18). Using semantic mapping in whilst-reading helps the students to record the

information obtained from the text. By making a semantic map during reading a

text, the students’ prior knowledge are completed with the new information

(Muhtar, 2010: 61). When using semantic mapping as postreading, teachers

employ students’ disscussions to help them recall and organize information that

they have learned from reading text as they make connection to words or concepts

related to the topic (Antonnaci, et al., 2011:18).

In addition, this strategy can be called as students-centered, because it

makes use of the students’ prior knowledge in understanding and applying word

concepts that focus on their knowledge of the vocabulary related to the content

and students control the input at each stage of the map’s building. It can be used

individuallly, in small groups, or even the entire class. To improve students’ word

knowledge and comprehension through their work with partners or the small

group, they can use many media to present semantic mapping such as:


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transparency or a computer presentation, various sizes, and color of paper to

visually their knew knowledge.

On the contrary, lecturing strategy is used to describe a lesson where the

teacher has control. It is also called as the teacher-centered. The teacher’s duty in

this strategy is only telling the material directly by face to face with the students.

The teacher usually spends time lecturing; then the teacher guides the students

through a complex problem. Hence, this strategy doesn’t give the students’

opportunity to be active and critical in solving the problems. The students usually

have no curiosity to study about reading, yet they only listen to the explanation

from the teacher and often make them feel bored. If this strategy is used by

teacher in improving the students’ ability in reading skill, it probably will be less

effective.

Besides the strategies, teaching learning process is affected by the

students’ intelligence. It influences their ability in English skills especially in

reading ability. Intelligence is the most important tool for success and failure of

students in learning and also as personality factor that influence the result of

teaching and learning process. (Helmi, 2011: 34). According to Carol (2012: 1)

intelligence is capacity for knowledge and the ability to acquire: capacity for

reason, ability to comprehend relationship, ability to evaluate and judge, and

capacity for original and productive thought. Thus, it shows the students’

capacity in getting knowledge and their ability to learn about, learn from,

understand, and interact with environment.

An English teacher has an important role to manage and help students to

get success in their learning. One of the efforts, an English teacher should assist


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her students in implementing reading ability by giving them a suitable strategy

how the students learn to receive the message and information in understanding a

reading material. Therefore, the teacher’s role in assisting students in teaching

learning process and students’ intelligence will influence their capacity and ability

in understanding a reading material.

Based on description above, the researcher is interested in carrying out the

research entitled “The Effectiveness of Semantic Mapping to Teach Reading

Viewed from Students’ Intelligence.”

B. Identication of the Problems

Based on the background above, there are some problems that can be

identified. The problems are as follows:

1. Why do the students have low reading ability?

2. What factors cause low reading ability?

3. How can semantic mapping help the students improve their reading ability?

4. How can the students with high intelligence get a better achievement in reading

ability than the students with low intelligence?

C. Limitation of the Problems

The researcher realizes that it is impossible to answer all the problems

which have been identified above. Therefore, the problems of this study are

limited to some related variables. In this case, the researcher only focuses on the

effect of semantic mapping and lecturing to teach reading viewed from students’

intellegence.


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D. Formulation of the Problems

Related to the indentification and limitation of the problems above, the

researcher states the problems to be researched as follows:

1. Is semantic mapping more effective than lecturing to teach reading for the

eighth graders of of SMPN 12 Tasikmalaya?

2. Do the students having high intellegence have better reading ability than those

having low intellegence for the eighth graders of of SMPN 12 Tasikmalaya?

3. Is there any interaction between the teaching strategies and students’

intellegence in teaching reading?

E. Objective of the Study

In accordance with the problems above, this research is intended:

1. To know weather the semantic mapping is more effective than lecturing in

teaching reading at the eighth graders of SMPN 12 Tasikamalaya in the

academic year 2012/2013.

2. To know weather the students having high intellegence have better reading

ability than those having low intellegence for the eighth graders of SMPN 12

Tasikmalaya in the academic year 2012/2013.

3. To know weather there is an interaction between teaching strategies and

students’ intellegence in teaching reading.


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F. Benefits of the Study

The researcher hopes that the result of this research can give some benefits

as follows:

1. For the students

a. The students’ English ability is improved

b. The students are trained to be capable of reading text using semantic mapping.

c. The students’ vocabulary will increase automatically.

d. The students are motivated to enjoy learning situation which can improve their

reading ability.

2. For the English teachers

a. It motivates the teachers to find a new media, method, technique, and strategy

which is appropiate in teaching reading.

b. It encourages the teachers to develop their creativity to improve teaching

learning procees.

c. It improves the teachers’ capability to conduct the teaching and learning

activity appropriately.

d. It can contribute an easier way for the teacher in achieving successful

classroom actitivies.

3. For other researcher

a. The result of this study can be used as reference for conducting further relevant

research.


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CHAPTER II

LITERATURES REVIEW

A. Reading

1. Definition of Reading

Reading is one of the most important factors in assesing a leaners’

linguistic competence. However, it is common problem for some students to

complain their problem how to read effectively. Students still feel confused to find

main idea of passage. Moreover, the teachers also find the difficulties in icreasing

reading classes. Hence, the teachers should have some strategies and techniques

for teaching reading effectively.

Reffering to the importance of reading above, there are some definitions of

reading according to some experts. Richard (1997: 6) defines reading as a

powerful activity that gives knowledge, insight, and perspective on readers. It

means reading is powerful activity in getting knowledge, insight, and the reader’s

perspective.

Reading is a process of mentally interpreting written symbols. According

Walance (1992: 4) reading is interpreting. It means reacting to a written text as a

piece of communication. Then, Nunan (1998: 23) states that reading is a process

of decoding written symbols, working from a smaller unit (individual letters) to

large ones (words, clauses, and sentences).

Davies (1995: 1) states that reading is a mental, or cognitive, process

which involves a reader in trying to follow and respond to a message from the

writer who is distance in space and time.


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On the other case, Webster’s Seventh New Collegiate Dictionary in

Bernhardt (1991: 5) offers several definitions of reading, those are; (1) to receive

or to take in the sense of (as letters or symbols) by scanning; (2) to understand the

meaning of (written or printed matter), and (3) to attribute a meaning or

interpretation to (something read).

Later on, Eddie (1977: 5) defines reading is the ability of an

individually necessary to recognize a visual form, associate the form with a sound

and or meaning acquired in the past, and on the basis of past experience,

understand and interpret in meaning.

From the theories above, it could be inferred that reading is a process to

decode the written symbol which involves a reader in understanding and attribute

the information from a text to build meaning as a piece of communication

between the reader and writer.

Basically, the goal of reading is building comprehension. Comprehension

is the process of deriving meaning from connected text, so it is not passive

process but an active one. Moreover, comprehension is an understanding of a

written text or extracting the required ideas from it as efficiently as possible.

Students’ comprehension is needed in reading activity, by comprehending

a text, the students will understand the writers’ message in their writing. There

are five roles of students in comprehending a text, according to Nuttall (1996: 33)

as follows: (a) taking an active part in learning, reading is learnt rather than taught

and only the learners can do learning; (b) monitoring comprehension, to monitor

their own comprehension, if they do not understand a text, find out why and adopt

a strategy that will improve the matter; (c) learning text talk, a good reader carries


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on a dialogue with the text; (d) taking risk, they have got to take the risk of

making mistakes and they won’t learn much if they don’t do this; and (e) learning

not to cheat oneself, it certainly leads to personal development, interest and

enjoyment, students who don’t want to learn can easily cheat on many of the

activities.

On the other hand, Spiro in Burns, et al., (1996: 150) emphasizes on two

processes of comprehension; text-based process and knowledge based text.

Firstly, text-based processes are those in which the reader primarily extracts

information from text, and secondly, knowledge-based texts are those in which

reader brings prior knowledge and experience to bear on the interpretation of the

materials.

Later on, there are four basic levels of reading comprehension according to

Burs, et al,. (1996: 177), namely:

a. Literal Reading

The basic for literal reading is recognizing stated main ideas, details,

cause, effect, and sequences. It is important because it as a prerequisite of higher

level understanding.

b. Interpretative Reading

At this level, students are expected to obtain the author’s purposes such as

detect moods of the author, make conclusion of his writing, find mind ideas and

cause effect relationship when such factors are not explicitly stated.

c. Critical Reading


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In this case, the students are expected to evaluate the written material,

comparing the ideas discovered with standard and drawing conclusion about the

accuracy, appropriateness, and timeliness.

d. Creative Reading.

On tis stage, it involves the materials presented by the author. It requires

the students or the readers to think as they read.

2. Micro and Macro Skills of Reading

There are micro and macro skills of reading according to Brown (2004:

219) as follows:

a. Micro Skills

1) Discriminate among distinctive graphemes and orthographic patterns of

English.

2) Retain chuncks of language of different lengths in short term memory.

3) Process writing at an efficient rate of speed to suit the purpose.

4) Recognise a core of words, and interpret word order patterns and their

significance.

5) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,

agreement, pluralisation), patterns, rules, and elliptiacl forms.

6) Recognise that a particular meaning may be expressed in different

grammatical forms.

7) Recognise cohesive devices in written discourse and their role in signaling the

relationship between and among clauses


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8) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,

agreement, pluralisation), patterns, rules, and elliptiacl forms.

b. Macro Skills

1) Recognise the rhetorical forms of written discourse and their significance for

interpretation.

2) Recognise the communicative functions of written texts, according to form

and purpose.

3) Infer context that is not explicit by using background knowledge.

4) From described events, ideas, etc. Infer links and connections between events,

deduce causes and effects, and detect such relations as main idea, supporting

idea, new information, given information, generalisation, and

exemplification.

5) Distinguish between literal and implied meanings.

6) Detect culturally specific references and interpret them in a context of the

appropriate cultural schemata.

7) Develop and use a battery of reading strategies such as scanning and

skimming, detecting discourse markers, guessing the meaning of words from

context, and activating schemata for the inperpretation of texts.

3. Purpose of Reading

Reading is a process which is done and used by the reader to get a message

that is conveyed by the author through the media of written language. There are

many different purposes in reading activity, especially the main purpose of

reading is looking for and getting the information, covering content and


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understanding of reading material. The following are the purposes of reading

according to Grabe and Stoller (2002: 13):

a. Reading to search for simple information.

b. Reading to skim quickly.

c. Reading to learn from context.

d. Reading to integrate information.

e. Reading to write (or search for information needed for writing).

f. Reading to critique text.

g. Reading for general comprehension.

Meanwhile, Rivers and Temperley in Nunan (1989: 33) state that second

language learners will want to read for the purposes below:

a. To obtain information for some purpose or because curios about some topic.

b. To obtain instruction on how to perform some task for the work or daily life.

c. To act in a play, play a game, do a puzzle.

d. To keep in touch with friends by correspondence or to understand business.

e. To know where on when something will take a place or what is available.

f. To know what is happening or has happened.

g. For enjoyment or excitement.

4. Strategy of Reading

There are many strategies used in reading activity. Those strategies will

make the readers easy to obtain the information as they need. According to

Tarigan (1994: 30), “Untuk membaca menggunakan berbagai strategi, antara


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lain: membaca sekilas, membaca sepintas dan membaca teliti.” It means reading

activity uses many strategies: skimming, scanning, and close reading.

a. Skimming

Skimming is reading type by way to cover or to explore the reading

materials to obtain the main idea quickly. Skimming is used by students to find

out something or to obtain the general impression from a reading material.

b. Scaning

Scanning is a glance technique but thoroughly with a purpose to find out

the specific information or certain information from reading materials. Scanning

technique depends on many purposes or questions that have been determined

before.

c. Close Reading

Close reading is a way and effort to obtain a full understanding of reading

materials. It is very important in the development of students’ knowledge. Close

reading strategy is a part of reading review. It must be realized that skills of

reading review is a necessary tool needed for reading materials.

On the other hand, Brown (2004: 306) gives the strategies for reading

comprehension. They are:

1. Identifying the purpose in reading

2. Skim the text for main idea

3. Scan the text for specifict information

4. Guess the meaning of words and a grammatical relationship (e.g. a pronoun

reference)

5. Distinguish between literal and implied meaning.


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Based on the previous elaboration above, it can be generated that reading

ability is a process to decoding the written symbol which involves a reader in

understanding the information from a text to find main idea, explicit and implicit

information, word references, and meaning of certain word based on the context.

There are several aspects of reading skill which lead to the indicators that students

or the readers are able to: (1) find main idea; (2) find explicit information; (3) find

implicit information; (4) find word references; and (5) find meaning of certain

word based on the context.

5. Steps of Teaching Reading

According to William (1996: 51) there are three main phases needed to

follow in teaching reading activity:

a. Pre-Reading Activity

There are some benefits of pre-reading activity such as to introduce and

arouse interest in the topic, to motivate learners by giving a reason for reading,

and to provide some languages preparation for the text. In some cases the

language made already has been introduced, or there may be no particular

language problem. In any case, language preparation does not mean that the

teacher should explain every possible word and structure and the text, but that

he/she should ensure that the learners will be able to tackle the text tasks without

being totally frustrated by language difficulties.

b. Whilst-Reading Activity


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This activities begins with the general understanding of text. The aims of

this phase are to help understanding of the writer’s purpose, to help the students in

understanding the text structure, and clarify text content.

c. Post-Reading Activity

The aims of post-reading activity are consolidate upon what has been read

and relate the text to the learners’ own knowledge, interests or views. Post-reading

activity may also include the reaction to the text and to the whilst-reading activity.

B. Semantic Mapping Strategy

1. Concept of Semantic Mapping

Semantic mapping is derived from the words semantic and maps. Hurford

and Heasley (1983:1) explain that the semantics is the study of meaning in

language. Mapping is derived from the word map. A semantic mapping, as

construction, has essentially two aspects: visual and conceptual. A visual

semantic map is made up of forms, such as circles, triangles, etc. Conceptual

semantic map contains verbal information inside and between the forms, which

represents relationship between the words/ideas (Fisher in Raiziene 2003: 193).

There are some definitions of semantic mapping proposed by some experts:

According to Sinatra (1986:4) defines semantic mapping as a graphic

arrangement how the major and minor ideas are related in a written work.

Further, semantic maps are graphic displays of word meaning that offers

the students a visual representation of how words and concept are related through

a network of organized knowledge (Heimlich and Pittelman in Antonnaci, 2011:

18).


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A semantic map is an arrangement of shapes such as as boxes, rectangles,

triangles, circle, and so on, connected by lines which contains verbal information

within and between the shapes which create a pattern or relationship of ideas

(Fisher in Swee, et al., 2003: 56).

Antonnaci in Zaid (1995: 6) defines semantic mapping as a visual

representaion of knowledge, a picture of conceptual relationship. He also states

that semantic mapping might help in the conceptualization of paragraph and short

essays stucture.

Meanwhile, according to Balajthy (2003: 101) semantic maps are arrays

that depict a concept or term and the words related to the text. These arrays are

alternately called maps, semantic maps, or webs. A semantic map contains nodes,

drawn as circle, squares, or triangles, each of which contains a key word. Lines or

arrows connect the nodes.

In the researher’s undestanding, semantic mapping strategy is a graphic

array of knowledge which contains nodes, drawn as circle, squares, or triangles as

a key word which is connected by lines or arrows to show how words and concept

are related through a network of paragraph in comprehending a text.

2. The Use of Semantic Mapping

Generally, semantic mapping has been used in the following ways: (a) for

general vocabulary development; (b) for pre and post reading; (c) for the teaching

of a study skill; (d) for a link between reading and writing instruction; and (e) for

an assessment technique. Most types of semantic maps are used to developh

vocabulary by helping students organize information, generalize about related


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terms, and draw relationship across the terms that are important for undertanding a

text. The purpose of semantic mapping is to show how a set of concepts,

examples, and attribute of a target concept are related (Balajthy 2003: 101). In this

case, the researcher emphasizes in applying this strategy in teaching reading.

Buis (2004: 11) states that mapping strategies can be used with

individuals, small group, or even entire class. Many of them are designed to have

students prepare and share new knowledge of words, phrases, sentences,

paragraphs, text, or discourse they have learned with a partner, other groups, or

individuals during center.

In creating semantic map, a key word or concept from the upcoming text is

placed on the chalkboard or on sheet of chart paper. The teacher leads discussion

about the word, in which students are asked to think of terms to describe the word.

Students might think this terms of description, function and relationship. In

developing the semantic map, words are listed on the board as they are

brainstormed before. Then, students are asked to illustrate the relationship

between each word by linking the words or phrases together with lines.

According to Widomski in Maggard (2012: 1) promotes a combination of

semantic mapping and directed reading activities to enable readers to make use of

schemata in achieveng a fuller understanding of a text. There are three

components in creating semantic maps: a core question or concept (a key word or

phrase is the main focus on the map), strands (subordinate ideas that help explain

or clarify the main concept, supports (details, inferences and generalization that

are related to each strand. Supports clarify the strands and distinguish one strand

to another.


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Meanwhile, Sinatra (1986: 5) descibes different formats of semantic map:

(1) the narrative sequential, format arranges information in several pararel

hierarchical strands; (2) the thematic or descriptive map displays elements and

details about person, place, or things around a central theme; and (3) the

comparative or contractive map, relationship among concepts by displaying how

class, examples, and attributes are related. The following is the example of

semantic mapping by Judy Casulli in Brisk (2000: 71):

raccoon skunk poecupin rabbit

Iguana armadillo jaguar llma

Figure 2. 1. The example of semantic mapping.

The results of semantic mapping as described above could certainly

represent a schema about a subject, and it would more resemble students’ schema

for the subject (Johnson and Pittleman; 1986: 778-783). Therefore, the use of

semantic maps allows the learners to understand a reading text by making

Animals in South

Pains

Animals Jungle

Animal

Mountain

Animals Desert

Animal

l


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connections, links, and exploring the basic process of all creative thinking by

individual, group, and entire the class.

3. Steps of Teaching Reading Using Semantic Mapping

Using semantic maps requires full participation by the students who are

engaged during the teachers-directed discussion. Students will be required to use

maps before, during, and after reading the text. The following are the steps

according to Antonnaci, et al., (2011: 19):

a. Before Reading

Prior to read a text, the teacher distributes the text to be read and carefully

selects the key words to be learned.

1) The teacher introduces the selected key words using the semantic word map

and guided discussion.

2) Using chart paper, the blackboard, or a software programme with a graphic

tool, draw the word map so that it is visible to the students. Write the topic or

main concept in the center of the map.

3) Distribute the semantic maps to the students.

4) Begin the prereading discussion that focuses on the content word. As students

respond to concept-related questions, write the word and students’ meaning

and responses on the map and direct students to do the same.

5) When the students fail to respond to the concept-related question, the teacher

should offer a contextual definition of the word that facilitates the students’

understanding of the text.


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b. During Reading

As students read, they use their semantic maps to add to the meaning of

the words.

1) Before directing the students to read the text, the teacher provides a quick

review of the key words.

2) The teacher instructs the students to add the information from their readings to

clarify the meaning of key words. Then, the teachers encourages the the

students to note additional words that further explain the ideas from their

reading.

3) As the students read, the teacher reminds students to write down questions

about words that need clarification.

c. After Reading

The teacher engages students in an extended discussion on their reading,

focusing on the content words and their meanings.

1) The teacher directs the students to use their semantic maps during the

discussion of their reading.

2) As the students discuss the reading and the use the map as their guides, the

teacher directs them to clarify the information that they get from their

readings.

3) The teacher guides the discussion with questions that will help students to

further understand what they have read. As the students respond to the

question, the teacher notes their responses on the large semnatic map as they

take additional notes on their own map.


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4. Advantages of Semantic Mapping

Antonnaci, et al., (2011: 20) explain the advantages of using semantic

mapping as follows:

a) Helping to developh word knowledge;

b) Helping to activate students’ prior knowledge;

c) Helping to determine how much building knowledge is required;

d) Helping to recall and organize information;

e) Helping the teacher to assess the students’ comprehension of the text;

f) Helping to encourage students to make personal or group connection to the

word.

5. Disadvantages of Semantic Mapping

In addition, this strategy has disadvantages for its use. The following are

disadvantages of using semantic map according to Eppler (2006: 201):

a) It is not easy to apply by beginner students; it requires extensive training.

b) It is difficult to find out the relation between the ideas.

c) The overall pattern does not necessarily assist memorability.

C. Lecturing Strategy

1. Concept of Lecturing

A lecturing is probably the oldest teaching strategy and is still used widely

used by many teachers in the classroom. A lecturing is an oral presentation

intended to present material or teach people about particular subject.


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Kelly (2012: 1) defines that lecturing is a teaching strategy where an

instructor is the central focus of information transfer. Typically, an instructor or

teacher will stand before a class and present information for the students to learn.

Sometimes, they will write on a board or use an overhead projector to provide

visuals for students. Students are expected to take notes while listening to the

lecture. Usually, very little exchange occurs between the instructor and the

students during a lecturing.

Westwood (2008: 18) states that lecturing is a valid strategy of teaching if

the main goal is to present key information to the students. Moreover, lecturing is

appropriate in universities and the upper levels of secondary school.

Furthemore, according to Mckeachie, et al., (1994: 54), lecturing is

particularly appropriate for helping students get up to date information on current

research and theories relevant to topics they are studying. Additionally, lecturing

sometimes usefully summarize material scattered over a variety of printed

sources.

Westwood (2008: 18) remarks that the main objection to lecturing is that

they imply the possibility of creating knowledge and understanding in students

simply by talking at them. In fact, the formal lecturing is the classic example of a

transmission strategy.

In short, lecturing strategy is the teacher-centered which focuses on

information transfer. It emphasizes on the teacher’s role in presenting information

by talking to students, while students are passive, they only receive the

information from teacher’s presentation.


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2. Steps of Teaching Reading Using Lecturing

A lecturing can be often be the best way to introduce a new material. Here

are the steps to teach reading using lecturing strategy modified from Cashin

(1985: 30):

a. The teacher distributes a text of reading material to all students in the class.

b. The teacher introduces the reading material.

c. The teacher gives a time to students to read silently.

d. The teacher gives the explanation of the lesson.

e. The teacher uses examples to illustrate each idea.

f. Teacher asks the meaning of some new words to the students, if they don’t

know the meaning, teacher will assist them.

g. Teacher distributes task and they will do the task individually.

h. Teacher monitors the activity.

i. Teacher makes crosscorrection of the result with the other students in the class.

j. Teacher discusses the answer of the task with the class and teacher writes down

the correct answer on the board.

3. Advantages of Lecturing

The following here are the advantages of lecturing according Cashin (1985:

85):

a. Lecturing can help communicate the enthusiasm of teachers for their subjects.

b. Lecturing can be specifically organized to meet the needs of particular

students.


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c. Lecturing can present large amounts of information.

d. Lecturing can be presented to large students.

e. Lecturing can help the students in getting up-to date of information.

f. Lecturing appeal to those who learn by listening.

4. Disadvantages of Lecturing

Although the lecturing can be an effective and efficient teaching startegy, it

has a number of disadvantages, according to Cashin (1985: 87) as follows:

a. In lecturing students are often passive because there is no mechanism to ensure

that they are intellectually engaged with the material.

b. Students' attention wanes quickly after fifteen to twenty-five minutes.

c. Information tends to be forgotten quickly when students are passive.

d. Lecturing presumes that all students learn at the same pace and are at the same

level of understanding.

e. Lecturing requires effective speakers.

f. Lecturing emphasizes learning by listening, which is a disadvantage for

students who have other learning styles.

D. Teaching Reading Using Semantic Mapping Compared to Lecturing

In this research, the reseacher uses two strategies in teaching reading:

semantic mapping and lecturing. The following are the steps how to teach reading

by using those strategies.


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Table. 2. 1 Teaching Reading Using Semantic Mapping Compared to Lecturing

STEPS SEMANTIC MAPPING LECTURING

Pre-

Reading

Activity

1. The teacher explains the purpose

of learning and the benefit of

lesson.

2. The teacher introduces the

material.

3. The teacher asks everything

related to the topic being taught.

1. The

teacher explains the purpose of

learning and the benefit of lesson.

2. The

teacher introduces the material.

Whilst-

Reading

Activity

4. The teacher distributes a text to

be read and carefully selects the

key words.

5. The teacher introduces the

selected key words using the

semantic word map and guided

discussion and write the topic or

main concept in the center of the

map.

6. The teacher gives model the

semantic maps to the students

and directs the students to do

same.

7. The teacher begins the pre-

reading discussion that focuses

on the content word.

8. Before directing the students to

read, the teacher provides a quick

review of the key words.

9. The teacher instructs the students

to add the information from their

readings to clarify the meaning of

key words.

10. Then, the teachers encourages the

the students to note additional

words that further explain the

ideas from their reading.

11. The teacher reminds students to

write down questions about

words that need clarification.

12. The teacher directs the students

to use their semantic maps during

the discussion of their reading.

13. The teacher directs them to

clarify the information that they

get from their readings.

14. The teacher guides the discussion

with questions that will help

students to further understand

what they have read.

15. The teacher notes their responses

on the large semnatic map as they

take additional notes on their own

map.

4. The teacher distributes a text of

reading material to all students in

the class class.

5. The teacher gives a time to

students to read silently.

6. The teacher gives the explanation

of the lesson.

7. The teacher uses examples to

illustrate each idea.

8. Teacher asks the meaning of some

new words to the students, if they

don’t know the meaning, teacher

will assist them.

9. Teacher distributes task and they

will do the task individually.

10. Teacher monitors the activity.

11. Teacher makes crosscorrection of

the result with the other students in

the class.

12. Teacher discusses the answer of

the task with the class and teacher

writes down the correct answer on

the board.


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Post-

Reading

Activity

16. Asking the students’

difficulties.

17. Giving the assingnment

18. Leave taking.

13. Reinforcing and summarizing the

material which has been discussed.

14. Giving the assingnment

15. Leave taking.

E. Intelligence

1. The Concept of Intelligence

Intelligence is general term to describe human mind which covers many

interrelated abilities, such as the ability in solving the problem, reasoning,

planning, thinking abstractly to use language, conveying idea, understanding

ideas and learning. According to Carol (2012: 1) intelligence is capacity for

knowledge and the ability to acquire: capacity for reason, ability to comprehend

relationship, ability to evaluate and judge, and capacity for original and productive

thought.

Meanwhile, Gardner (1999: 6) states that human intelligence involves

skills of the problem solving which enable the individual to solve the problems, to

create an effective product, and to have awork for the acquisition of new

knowledge.

Further, Santrock (1990: 115) states intelligence is problem-solving skills,

the ability to adapt and to learn from life’s every day experience. Vygotsky in

Santrock (1990: 115) says that intelligence is the ability to use the tools of the

culture with help for more- skilled individual.

Later on, Thordike in Djaali (2007: 64) defines intelligence as

demonstrable in ability of individual to make good responses from the stand point


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of truth or fact. According Terman in Djaali (2007: 64) intelligence is the ability

to carry on abstract thinking.

From the theories above, it can be summarized that intelligence is human’s

ability to use his knowledge in learning a new knowledge, solving the problem,

making good responses from truth or fact, carrying abstract thinking, adapting and

learning from the experience, and evaluating and judgment.

2. Theories and Types of Intelligence

Intelligence is one the most talked about subject within psychology. Some

researchers have suggested that intelligence is a single, general ability, while other

believe that intelligence includes a range of aptitudes, skills and talents. Cherry

(2012: 1) states that the following are some of the major theories and types of

intelligence:

a. Charles Spearman - General Intelligence

British psychologist Charles Spearman (1863-1945) described a concept he

referred to as general intelligence, or the g factor. After using a technique known

as factor analysis to to examine a number of mental aptitude tests, Spearman

concluded that scores on these tests were remarkably similar. People who

performed well on one cognitive test tended to perform well on other tests, while

those who scored badly on one test tended to score badly on others. He concluded

that intelligence is general cognitive ability that could be measured and

numerically expressed.

http://psychology.about.com/od/gindex/g/general-intelligence.htm


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b. Louis L. Thurstone - Primary Mental Abilities:

Psychologist Louis L. Thurstone (1887-1955) offered a differing theory of

intelligence. Instead of viewing intelligence as a single, general ability,

Thurstone's theory focused on seven different primary mental abilities. The

abilities that he described are: verbal comprehension, reasoning, perceptual speed,

numerical ability, word fluency, associative memory, and spatial visualization.

c. Howard Gardner - Multiple Intelligences:

One of the more recent ideas to emerge is Howard Gardner's theory of

multiple intelligences. Instead of focusing on the analysis of test scores, Gardner

proposed that numerical expressions of human intelligence are not a full and

accurate depiction of people's abilities. His theory describes eight distinct

intelligences that are based on skills and abilities that are valued within different

cultures. The eight intelligences Gardner described are: visual-spatial Intelligence,

verbal-linguistic Intelligence, bodily-kinesthetic Intelligence, logical-

mathematical Intelligence, interpersonal Intelligence, musical Intelligence, intra

personal Intelligence, and naturalistic Intelligence.

d. Robert Sternberg - Triarchic Theory of Intelligence:

Psychologist Robert Sternberg defined intelligence as mental activity

directed toward purposive adaptation to, selection and shaping of, real-world

environments relevant to one’s life. While, he agreed with Gardner that

intelligence is much broader than a single, general ability, he instead suggested

some of Gardner's intelligences are better viewed as individual talents. Sternberg

proposed what he refers to as 'successful intelligence, which is comprised of three

different factors:

http://psychology.about.com/od/eindex/g/episodic-memory.htm

http://psychology.about.com/od/educationalpsychology/ss/multiple-intell.htm

http://psychology.about.com/od/educationalpsychology/ss/multiple-intell.htm

http://psychology.about.com/od/profilesmz/p/robert-sternberg.htm


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1) Analytical intelligence: This component refers to problem-solving abilities.

2) Creative intelligence: This aspect of intelligence involves the ability to deal

with new situations using past experiences and current skills.

3) Practical intelligence: This element refers to the ability to adapt to a changing

environment.

Whereas, Gardner (2012: 1) breaks intelligence down into nine different types

are as follows:

a. Naturalist Intelligence (Nature Smart)

Showing the human ability to discriminate among living things (plants, animals)

as well as sensitivity to other features of the natural world (clouds, rock

configurations). This ability was clearly of value in our evolutionary past as

hunters, gatherers, and farmers; it continues to be central in such roles as botanist

or chef. It is also speculated that much of our consumer society exploits the

naturalist intelligences, which can be mobilized in the discrimination among cars,

sneakers, kinds of makeup, and the like.

b. Musical Intelligence (Musical Smart)

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and

tone. This intelligence enables us to recognize, create, reproduce, and reflect on

music, as demonstrated by composers, conductors, musicians, vocalist, and

sensitive listeners. Interestingly, there is often an affective connection between

music and the emotions; and mathematical and musical intelligences may share

common thinking processes. Young adults with this kind of intelligence are

usually singing or drumming to themselves. They are usually quite aware of

sounds others may miss.


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c. Logical-Mathematical Intelligence (Number/Reasoning Smart)

Logical-mathematical intelligence is the ability to calculate, quantify,

consider propositions and hypotheses, and carry out complete mathematical

operations. It enables us to perceive relationships and connections and to use

abstract, symbolic thought; sequential reasoning skills; and inductive and

deductive thinking patterns. Logical intelligence is usually well developed in

mathematicians, scientists, and detectives. Young adults with lots of logical

intelligence are interested in patterns, categories, and relationships. They are

drawn to arithmetic problems, strategy games and experiments.

d. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence,

such as the meaning of life, why do we die, and how did we get here.

e. Interpersonal Intelligence (People Smart)

Interpersonal intelligence is the ability to understand and interact effectively

with others. It involves effective verbal and nonverbal communication, the ability

to note distinctions among others, sensitivity to the moods and temperaments of

others, and the ability to entertain multiple perspectives. Teachers, social

workers, actors, and politicians all exhibit interpersonal intelligence. Young

adults with this kind of intelligence are leaders among their peers, are good at

communicating, and seem to understand others’ feelings and motives.

f. Bodily-Kinesthetic Intelligence (Body Smart)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use


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a variety of physical skills. This intelligence also involves a sense of timing

and the perfection of skills through mind–body union. Athletes, dancers, surgeons,

and craftspeople exhibit well-developed bodily kinesthetic intelligence.

g. Linguistic Intelligence (Word Smart)

Linguistic intelligence is the ability to think in words and to use language to

express and appreciate complex meanings. Linguistic intelligence allows us to

understand the order and meaning of words and to apply meta-linguistic skills to

reflect on our use of language. Linguistic intelligence is the most widely shared

human competence and is evident in poets, novelists, journalists, and effective

public speakers. Young adults with this kind of intelligence enjoy writing,

reading, telling stories or doing crossword puzzles.

h. Intra-personal Intelligence (Self Smart)

Intra-personal intelligence is the capacity to understand oneself and one’s

thoughts and feelings, and to use such knowledge in planning

and directioning one’s life. Intra-personal intelligence involves not only an

appreciation of the self, but also of the human condition. It is evident in

psychologist, spiritual leaders, and philosophers. These young adults may be

shy. They are very aware of their own feelings and are self-motivated.

i. Spatial Intelligence (Picture Smart)

Spatial intelligence is the ability to think in three dimensions. Core

capacities include mental imagery, spatial reasoning, image manipulation, graphic

and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters,

and architects all exhibit spatial intelligence. Young adults with this kind of


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intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time

drawing or daydreaming.

3. Factors Affecting Intelligence

According to Cherry (2012: 5) there are three main factors that influence

intelligence:

a. Genetics

b. Biology and Biochemistry, there are a wide range of biological factors that can

impact intelligence.

c. Environment, there are a number of environmental factors that impact child

cognitive development: demographics, poverty, bird order, childhood trauma,

environmental stress, and parenting.

On the other hand, Carol (2012: 7) states that factors affecting intelligence

are listed below:

a. Heredity and Environment:

Heredity provided the physical body to be developed with certain inherent

capabilities while environment provides for the maturation and training of the

organism. In 1940 Newman concluded that variations in I.Q. were determined

about 68% by heredity and 32% by environment. During an individual’s life time

variation in I.Q. is due to environment, since the heredity cannot change.

Improved nutrition health, an stimulus situations would account for this change.

Environment of children ages 2 to 4 years appears to be critical since the child

normally learns language at this time.


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b. Age:

A person who bright or dull in childhood tends to remain bright or dull

throughout his life. Growth intelligence can continue through the early twenties,

person achieves his maximum 10 at about 20 years are and remain stable till 10

years and decreases after that. Some abilities remain constant while others decline

rapidly due to decline in physical efficiency. It is observed that the more

intelligent person has more rapid of mental growth and continues to develop

longer than does the mentally less able.

c. Race and Nationality:

There is no prominent evidence to show that race in a factor for

determining intellectual level. Difference exist between families are due to

environment. The differences in races are also due to opportunity for training in

early years. All evidence indicate that there is little or no difference in inherited

intellectual capacity due to race. There are differences, mostly due to

opportunities for training and learning. The idea of inferior races due to heredity is

not true.

d. Culture:

Answering in intelligent test question are highly cultural. Cultural will

determine the degree of a person’s attitude and abilities.

e. Health and Physical Development:

Physical and mental health is related to one’s ability to gain desired

achievement. A mental activity with delicate health, one may not possess enough

energy to engage in mental activity to the extent that he achieves success. Physical

defects such as in complete maturation of brain cells sensory and physical


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handicaps many interfere with observable intelligent behavior. Diseases also

affect intelligence. Emotional bodies may interferes one’s ability. Unfavorable

health affects mental status of the individual.

f. Sex:

It is a popular belief that boys are suppose to be more intelligent than girls.

The research studies have shown that there is no significant differences between

the sexes, on the average, girls seems to show slight superiority in language,

memory and appreciation. Differences in intelligence are caused partly by

environmental conditions.

g. Social and Economic Conditions:

Home plays a significance role in the early developmental years. Home

conditions influence on behaviours attitude. The financial status or the parents,

neighborhood and environmental conditions also affect on the intelligence but due

to their soci-economic status. Mentally defective, People (Feeble – minded):

Individuals whose I.Q.’s are below 70 they are called as mentally defective or

feeble – minded people. They suffer from mamentia or luck of mind.

But nowdays, nearly all psychologists recognize that both heredity and

enviromnet play a great role in determining intelligence. It now becomes matter of

determining exactly how much of an influence each factor has.

Based on the previous quotations above, it can be concluded that

indicators of intelligence are the general mental of individual to learn a new

knowledge, solve the problem, make good responses from truth or fact, carry

abstract thinking, adapt and learn from the environment, and evaluate and judge.


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F. Review of Related Research

Kamal Muhtar (2010) conducted a classroom action research entitled

“Improving Students’ Reading Comprehension through Semantic mapping

Strategy’. The subject of this research is the eighth grade students of SMPN 1

Sine in the academic year of 2009/2010. It was conducted for about two years.

The objective of the research was to examine whether the use of semantic

mapping strategy can improve the students’ reading comprehension. The results of

the research showed that semantic mapping strategy was able to improve the

students’ reading comprehension and the class situation also improved. The class

became more enjoyable and fun. The students became more active individually

and in group. There were some advantages of using semantic mapping strategy in

teaching-learning of reading as follows: (1) using the semantic mapping strategy

in the pre-reading phase could stimulate the students’ prior knowledge

(schemata); (2) using the semantic mapping strategy in the whilst-reading phase

helped the students to record the information obtained from the text; and (3) using

the semantic mapping strategy in the post-reading phase provided the students

with an overall description about the text.

Swee et. al. (2003) in the article entitled “Developing Reflective and

Thinking skills by Means of Semantic Mapping Strategis in Kindergarten

Teacher Education” concluded that the use of semantic mapping strategies as a

tool for develophing reflective and thinking startegies among kindergarten

students-teachers. Strategies applied to alleviating these worries and negative

feeling included clarification of the basic concept, assessment criteria and

teaching strategies to be adopted. Most important of all was a realization that


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modelling reflective practice was essential if students-teachers were expected to

experience reflective practice in action for themselves so that they could become

reflective practicioners as well.

Another study about semantic mapping comes from Susilowati (2006).

She carried out the study entitled “Improving Studens’ Writing Skill by Using

Semamntic Mapping” (at eleventh grade students of SMA Negri 2 Ungaran

in athe academic year of 2005/2006). From the result, it was known that

semantic mapping is effective for improving skill on writing report text. It was

proved by increasing of scoring rate. The scoring rate for pre-cycle is 5.05, while

in the first cycle, the scoring rate is 5.77 and for the second cycle getting score

6.92. She also explained that semantic mapping in improving writing skill can

help students to organize the imformation they have systematically. The quality of

the students writing can be influenced by choicing the right topic.

Zaid. (1955) wrote a paper entitled “Semantic Mapping in

Communicative Language Teaching”, He tried to show how semantic mapping

can bocome an effective technique in the CLT classroom. A map, like a picture,

can be worth a thousand words. It can stimulate the EFL students to talk, and

encourage them to listen. Semantic Mapping incorporates many of aspect of CLT

which have been found to benefit students in a learning second language such as:

it is students centered, interactive activity, predictive activity, intergrative activity,

etc.

Other research on semantic mapping was conducted by Aprilianto (2009)

who carried out a classroom action reserach entitled Using Semantic Mapping

Technique to Improve Reading Ability of IX- Grade of MTs Ma’arif Sukorejo-


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Pasuruan. This research find out that semantic mapping technique is successful in

improving both the students’ ability in comprehending English text and

thestudents’ involvement in reading activity. The improvement can be seen from

the students’ mean score and individual score precentage from preliminary study

to cycle 2. The students’ mean score had improved greatly from 35.00 to 68.33.

While, the students’ individual score extented from 0% to 44.44 % equal than 70.

The scores obtained by the students in the two cycles were shown by reading

comprehension tests.

Last, Raizienie, Saule and Bronishlava Grigaite (2005) wrote on journal of

the humanities and social sciences entiled “Developing Child’s thinking skill by

Semantic Mapping Strategies”. In this journal, they explained that semantic

mapping/webbing can be used for promoting teachers and school principals

reflective and critical thinking skills. It also examined cognitive outcomes,

stimulated by the teacher use of semantic mapping as a strategy for accelerating

two cognitive operations, classification, and seriation in a child’s seventh year.

G. Rationale

1. The Difference between Semantic Mapping and Lecturing to Teach Reading

Students’ skill in reading is influenced by many factors. One of them is a

strategy used by the teacher tn teaching learning process. As stated before the

strategy used in this research is semantic mapping. Semantic mapping is a strategy

in which information is categorically structured in a graphic or visual form. All

activies in this strategy are students-centered because the semantic map makes use

of the students’ prior knowledge and students control the input at each stage on

the map’s building. It also interactive activity, because in drafting the map,


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students work with each other both before and after the targeted language. It’s

creation entails the total students involvement; the students are active participants

throughout the development of the map. Their brainstorming allows the map to

take its first shape; and their output during and following the assingment

determines the final shape the map will have.

Conventional teaching strategy, lecturing, on reading skill will contribute

significantly to the new terms of knowledge. The activity in lecturing is teacher-

centered. The students have no a chance to be active because in lecturing the

teacher becomes the decision maker, the teacher will be engaged in many

planning decisions, such as deciding what the teacher likes to teach and she/he

whises to teach. This strategy makes the students become followers during the

teaching and learning process and ussually work individually. As a consequence,

it makes the students passive because they just listen to the teacher’s explanation

and to their friends while they are reading. Besides, the students loose the chance

in developing their communication, social skill, and build self confidence to argue

their opinion.

Based on the above elaboration, the difference between semantic mapping

and lecturing can be seen on the learning activity. When semantic mapping is used

as prereading helps to active students’ prior knowledge and determines how much

knowledge building is required before students read the text. Using semantic

mapping in whilst-reading helps the students to record the information obtained

from the text. When used as postreading helps the students recall and organize

information that they have learned from reading text as they make connection to


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words or concepts related to the topic. Meanwhile, lecturing focuses on theacher’s

explanation and emphasizes learning on students’ listening.

Thus, it can be assumed that semantic mapping is more effective than

lecturing to teach reading.

2. The Diffference between Students Having High Intelligence and Students

Having Low Intelligence

The students who have high level of intelligence can acquire knowledge

quickly and apply the knowledge effectively. Students having high intelligence

will give a great skill in learning particularly in comprehending a text. They also

have high interest to pay much attention to the teacher’s explanation in the class

and always do the task well and correctly. Infact, they do not feel bored in

learning process because they are more active than the students who have low

intelligence.

On the contrary, the students who have low level of intelligence usually

have low interest in joining the teaching and learning process. They will have a

little bit attention to the teacher’s instruction. They will tend to study and

comprehend the material slowly. Actually, they are passive to learn in the class

and always depend on the their teacher’s explanation and their friends helping in

completing the task. They just listen and become followers of their friends are

doing.

That is why students who have high level of intelligence are supposed to

have higher reading skill than the students who have low level of intelligence.


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3. The Interaction between Semantic Mapping, Lecturing, and Students’

Intelligence on Reading

Generally, it cannot be neglected that the teaching strategies which are

used by the teacher have a great influence for the success of teaching and learning

process. In teaching reading the teacher should be able to find a proper teaching

stategy that can motivate the students in joining the reading class based on the

students’ intelligence.

Lecturing cannot motivate and stimulate the students because it just

focuses on the teacher-centered on practicing and drilling performance. It means

lecturing activity emphasize on learning by listening the material to the teacher,

consequently the student’ attention wanes quickly after fifteen to twenty-five

minute. Lecturing seems proper for the students who have low intelligence in

joinning the class. They don’t need to be active and usually wait for the teacher’

explanation about the material and friends’ helping in completing the class.

Consequently, the students are passive in reading class. Therefore, lecturing is

supposed to be more effective for the students who have low intelligence in

teaching reading.

Meanwhile, semantic mapping helps the students develop prior knowledge

by seeing the relationship in a given topic. Prior knowledge can be used as

stepping to get new knowledge. It is an interactive activity because in drafting the

map, the students work with each other both before and after the target language

topic. It needs total students involvement, the students are active particanpants

throughout the development of the map. Their brainstorming allows the map to

take its first shape; and their output during following the assignment determines


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the final shape the map will have. Semantic mapping seems proper for the

students who have high intelligence because this strategy allows the students to be

more active in acquaring the academic content without neglecting their social

interaction with other students, unconsciouly they not only concern with the

materials but also develop their social interaction with their classmates or group

members. This strategy is supposed to be more effective for the students who have

high intelligence.

Based on the description above, it is predicted that there is an intraction

between teaching strategies and students’ intelligence in teaching reading.

H. Hypothesis

Based on rationale above, the researcher presents some hypotheses. Those

hypotheses are as follows:

1. Semantic mapping is more effective than lecturing to teach reading for the

eighth graders of SMPN 12 Tasikmalaya.

2. The students having high intelligence bave better reading skill than those

having low intelligence of the eighth graders of SMPN 12 Tasikmalaya.

3. There is an iteraction between teaching strategies and students’ intelligence in

teaching reading.


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CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

1. Reseach Location

The research was conducted at SMPN 12 Tasikmalaya at the eighth

graders in academic year of 2012/2013 which is located on Jl. Sutisna Senjaya

Kawalu, Tasikmalaya.

2. Research Time Frame

The research was conducted from July to January 2013. To make it clear,

it is shown in the following time schedule.

Table 3.1 Research Time Frame

Activities July Aug Sep Oct Nov Dec Jan

Arranging Proposal X X

Conducting Proposal

Seminar

X

Trying out Instrument X

Conducting Treatment X X

Colecting and Analyzing

the Data

X

Making Report X X

B. Research Method

Related to the problems and purposes of the study, the researcher applied an

experimental study with a quantitative approach. An experimental study is

defined as technique, which attempts to find out cause and effect relationship.

Fraenkel and Wallen (1993: 240) state that experimental study is one of the

most powerful research methodologies, because it is the best way to establish

cause and effect relationship between variables. There are three kinds of the


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research in this study: independent, dependent, and attributive variable.

Independent variables are semantic mapping and lecturing. Dependent variable

is reading ability. While, attributive variable is intelligence.

Meanwhile, a quantitative approach is a kind of research that gives a

pressure in the systematic analysis, using statistic analysis toward quantitative

data that includes correlational study, experiment, and ex-post facto. Because the

researcher wants to assess both independent variables, so factorial design is used

to analyze the main effects of both experimental variables as well as an analysis of

the interaction between treatments, using semantic mapping and lecturing

strategy. It allows two or more different characteristics, treatments, or events to be

independently varied within single study. This research is designed to describe

and to prove the influence of using semantic mapping to teach reading viewed

from students’ intelligence.

C. Population, Sample, and Sampling

This point depicts about population, sample, and sampling of this

research. Those are as follows:

1. Population

According to Best (1981: 8), a population is any group of individuals that

have one or more characteristics in common that are of interest to the researcher.

The population of this research is all the eighth graders of SMPN 12 Tasikmalaya

in academic year of 2012/2013. The total numbers of population are about 380

students divided into 9 classes.


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2. Sample

According to Best (1981: 8), sample is a small proportion of a population

selected for observation and analysis. The sample of this research are two classes,

the eighth graders D and C of SMPN 12 Tasikmalaya in academic year

2012/2013. The number of students of each class is 40 students.

3. Sampling

In determining the sample, the researcher took the sample of this research

by using cluster random sampling technique. This technique is used because the

population of this research consists of some classes and each class is relatively

homogeneous, it is used to take two classes, eighth D as an experimental class and

eighth C as a control class. The experimental class will be taught using semantic

mapping while the control class will be taught using lecturing to teach reading.

D. Technique of Collecting the Data

The researcher used a test to collect the data. Gay (1992: 154) states that a

test is a means of measuring the knowledge, skill, intelligence, or aptitude of an

individual or group. There are two kinds of instruments which are used in this

research, reading test and students’ intelligence document. Reading test is used to

know students’ ability in reading while students’ intelligence document is used to

collect the data of students’ intelligence. The form of test is objective test.

For the IQ test, the students were already tested by their own school,

therefore the researcher will use those score as the data. The IQ test in this

research has been conducted by Lembaga Pengembangan Sumber Daya Manusia

(LPSDM) Pelita Harapan Bangsa which is located at Perum Green Java No. 1


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Cawang, Magelang. Hotline (0293) 5503332. According to the test above, there

are some intelligence score classifications to be considered:

Table 3.2. Intelligence Score Classifications

Those scores used in this research is equal with the aspects of general

intelligence. Intelligence is human’s ability to use his knowledge in learning a

new knowledge, solving the problem, making good responses from truth or fact,

carrying abstract thinking, adapting and learning from the experience, and

evaluating and judgment.

The result of intelligence test is used to classify the students into two

groups: students having high and low intelligence. The score of students’

intelligence for experimental class are 120, 119, 119, 118,118, 116, 116, 115,

114,114, 113, 111, 110, 110, 109, 108, 108, 108, 107, 106, 106, 106, 105, 104,

103, 102, 102, 101, 101, 100, 100, 100, 99, 99, 98, 98, 98, 97, 97, and 97.

Whereas, the students’ intelligence for control group are 120, 120, 119, 119, 118,

118, 116, 116, 114, 113, 113, 112, 112, 111, 111, 111, 110, 110, 109, 108, 105,

105, 105, 104, 104, 102, 102, 100, 100, 99, 99, 98, 98, 96, 96, 95, 95, 94, 94, and

94.

Meanwhile, reading test is in multiple choice forms. According to Heaton

(175: 14) multiple choice item is now widely regarded as being one of the most

useful of all objective item types. The test must be valid and reliable. Therefore,

the test will be tried out to know the validity and reliability. Validity and

Score Category

120-140 Superior

89-119 Normal

69-78 Inferior


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reliability are the most important characteristics to measure the isntrument. The

Product Moment formula is used to know validity of reading test:

n

xSt

2

i

i

t

ti

oq

p

S

XXr

Where:

iX = The mean of correct answer for item no i

tX The mean of total score

tS The standard deviation

ip The proportion of students who respond correctly for the item no i

iq The proportion of student who responds in correctly for the item no i

If ro is higher than rt, the item is valid.

The next formula (KR 20 Kuder-Richardson) is used to know the reliability

of the reading test:

2

11

t

kkS

pq

k

kr

Where:

kkr The estimated reliability or coefficient of reliability

k The number of valid items on the test

p The proportion of student who responds correctly of each item

q p1

2

tS = Observed score variance.


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If ro is higher than rt, the test is reliable.

To make the reading instrument, the researcher needs to relate of construct

theory that has been extended before. The reading construct is” reading ability is a

process to decoding the written symbol which involves a reader in understanding

the information from a text to find main idea, explicit and implicit information,

word references, and meaning of certain word based on the context.”

To conduct the try out test, the reading test consist of 60 items. Those

items are from two genre: descriptive and recount text. They consist of 12 items of

understanding the meaning of certain word based on the context, 12 items of

understanding references, 12 items of understanding main ideas, 12 items of

understanding implicit information, 12 items of understanding explicit

information. Those all can be seen in the blue print of reading test before try out

(see appendics 1.3 page 180).

Try out test was done in class VIII F consisting of 37 students in 90

minutes. It was done before the treatment in experimental and control class. The

next step was analyzing the data to know validity and reliability. The result of try

out showed 46 items were valid. Reliability test was obtained 0.93. It can be

stated that the r-obtained is higher than r-table or ro (0.93) > rt at the significance

level () = 0.05 (0.320), so the instrument used was reliable. The researcher only

used 45 the validity items to test for the students of experimental and the control

class after treatment.


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N

XXx tt

2

122

N

X

n

X

n

X

n

X

n

Xx

t

b

2

4

2

4

3

2

3

2

2

2

1

2

12

22

1

2

bw xxx

N

X

n

X

n

Xx

c

c

c

c

bc

2

1

2

2

2

1

2

12

N

X

n

X

n

Xx

r

r

r

r

br

2

1

2

2

2

1

2

12

222

int brbcb xxxx

N

XXx tt

2

122

E. Technique of Analysing the Data

In techniques of analyzing the data, the researcher used descriptive

analysis and inferential analysis. Descriptive analysis is used to know the mean,

median, mode, and standard deviation of students’ scores in reading test.

Inferential analysis is used to test hypothesis. Before conducting the hypothesis, it

is necessary to know the normality and homogeneity. Then, the researcher tested

the hyphotesis using Multifactor Analysis of Variance or ANOVA 2X2. It is used

to find out the difference between columns and rows. Besides ANOVA, the

researcher used Tukey Test to identify the significant difference between groups

or cells. To be clearer it is designed as follows:

1. Analysis of Variance (ANOVA)

The analysis of multi-factors of variance are as follows:

a. The total sum of squares:

b. The sum of squares between groups:

c. The sum of squares within groups:

d. The sum between-columns of squares:

e. The sum between-rows of squares:

f. The sum of squares interaction:


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N

XXx tt

2

122

g. df for between - columns sum of squares = C – 1

df for between - rows sum of squares = R – 1

df for interaction (C-1) (R-1)

df for between - groups sum of squares = G – 1

df for within - columns sum of squares = )1(n

df for total sum of square = N – 1

C = the number of columns

R = the number of rows

G = the number of groups

n = the number of subject of one groups

N = the number of subject of all groups

Summary of 2 x 2 ANOVA:

Table 3.3 Design for Summarizing ANOVA

Teaching Strategy

(A)

Intellegence (B)

Semantic Mapping

A1

Lecturing

A2

High

B1

First Group of Students

A1 B1

Second Group of

Setudents

A2 B1

Low

B2

Third Group of

Students

A1 B2 Fourth Group of Students

A2 B2

Note:

A1 : the mean score of reading test of experimental class which is taught by

using semantic mapping

A2 : the mean score of reading test of control class which is taught by using


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lecturing

B1 : the mean score of reading test of students having high intelligence

B2 : the mean score of reading test of students having low intelligence

A1B1 : the mean score or reading test of the students having high intelligence

who are taught by using semantic mapping

A1B2 : the mean score of reading test of the students having low intelligence

who are taught by using semantic mapping

A2B1 : the mean score or reading test of the students having high intelligence

who are taught by using lecturing

A2B2

:

the mean score of reading test of the students having low intelligence

who are taught by using lecturing

2. Tuckey Test

The ANOVA test is used to find out if there is a significant different

between groups. However, the analysis only indicates that there is a difference

between group means, but it does not show the means difference between cells.

Thus, a post hoc test needs to be done.

Tukey test is post hoc test designed to perform a pair wise comparison

of the means to see where the significant difference is. There are the

procedures to follow in conducting the TUKEY test:

a. Between columns (semantic mapping compared with lecturing in teaching

reading)

nianceerror

cXcXq

/var

21


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b. Between rows (students with high intelligence and low intelligence)

nianceerror

rXrXq

/var

21

c. Between columns (semantic mapping compared with lecturing in teaching

reading for students having high intelligence)

nianceerror

rcXrcXq

/var

1211

d. Between columns (semantic mapping compared with lecturing in teaching

reading for students having low intelligence)

nianceerror

rcXrcXq

/var

2221

or nianceerror

rcXrcXq

/var

2122

The analysis of the result of the computation or qo is compared with

qt, if qo > qt, the difference is significant. To know which one is better, the

means are compare (Ngadiso, 2009: 19).

3. Statistical Hyphothesis

The researcher formulates the statistical hypotheses that consist of null

hypotheses (H0) and alternative hypothesis (H1). The statistical hypotheses

are as follows:

a. The difference in the effectiveness between semantic mapping and

lecturing in teaching reading at the eighth graders of SMPN 12

Tasikmalaya in academic year 2012/2013.

Ho : μ A1 = μ A2

H1 : μ A1 > μ A2

Ho : there is no difference in the effectiveness between semantic


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mapping and lecturing in teaching reading

H1 : semantic mapping is more ffective than lecturing in teaching

reading

b. The difference in reading ability between students who have high

intelligence and low intelligence at the eighth graders of SMPN 12

Tasikmalaya in academic year 2012/2013.

Ho = μ B1 = μ B2

H1 = μ B1 > μ B2

Ho : there is no difference in reading ability between the students having

high intelligence and those having low intelligence

H1 : the students having high intelligence have better reading ability

than those having low intelligence

c. The interaction between teaching strategies and students’ intelligence to

teach reading at the eighth graders of SMPN 12 Tasikmalaya in academic

year 2012/2013.

Ho = A x B = 0

H1 = A x B > 0

Ho : there is no an interaction between teaching strategies and

intelligence in teaching reading

H1 : there is an interaction between teaching strategies and intelligence

in teaching reading


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CHAPTER IV

RESULT AND DISCUSSION

A. Description of Data

There are two classes of the eighth graders of SMPN 12 Tasikmalaya used

for the research: class VIII C as control class and VIII D as experimental class.

The experimental class was taught using semantic mapping and control class was

taught using lecturing. Each class consists of 40 students. There is a border which

saparate the students. The border is their level of intelligence.

The data presented here are the result of the reading test. The description

includes mean, mode, median, standard deviation, and frequency distribution

followed by histogram and polygon. Building on group analyzed, the distribution

was divided into eight of groups: (1) the data of the students who were taught

using semantic mapping (A1); (2) the data of the students who were taught using

lecturing (A2); (3) the data of the students having high intelligence (B1); (4) the

data of the students having low intelligence (B2); (5) the data of the students

having high intelligence who were taught using semantic mapping (A1B1); (6) the

data of the students having high intelligence who were taught using lecturing

(A2B1); (7) the data of the students having low intelligence who were taught using

semantic mapping (A1B2); (8) the data of the students having low intelligence who

were taught using lecturing.


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To describe the data, the researcher does on the highest and the lowest data,

the range, the class, and interval to know the frequency distribution. The data of

each group presented are described as follows:

1. The data of students who were taught using semantic mapping (A1).

Descriptive analysis of the data of A1 shows that the score is 53 up to 84.

The mean is 70, the standard deviation is 9.1, the mode is 78.13, and the median is

62.5. The frequency distribution of the data of A1 is in table 4.1. The highest score

is 84 while the lowest score is 53. From these, the range is 31. The class is 7, and

the interval of these scores is 5. Histogram and polygon are presented in figure

4.1.

Table 4.1 Frequency Distribution of Data A1

Class Limit Class Bound Tally Freq

(fi)

%

53-57 52.5 - 57.5 IIII 4 10

58-62 57.5 - 62.5 IIII I 6 15

63-67 62.5 - 67.5 IIII 5 12.5

68-72 67.5 - 72.5 IIII I 6 15

73-77 72.5 - 77.5 IIII III 8 20

78-82 77.5 - 82.5 IIII IIII 9 22.5

83-87 82.5 - 87.5 II 2 5

Sum 40 100

Figure 4.1. Histogram and Polygon of Data A1

52.5 57.5 62.5 67.5 72.5 77.5 82.5 87.5


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2. The data of students who were taught using lecturing (A2).

Descriptive analysis of the data of A2 shows that the score is 56 up to 80.

The mean is 67, the standard deviation is 12.89, the mode is 65.5, and the median

is 67. The frequency distribution of the data of A2 is in table 4.2. The highest

score is 80 while the lowest score is 56. From these, the range is 24. The class is

7, and the interval of these scores is 4. Histogram and polygon are presented in

figure 4.2.

Table 4.2 Frequency Distribution of data A2


(fi)

%

56-59 55.5 - 59.5 IIII I 6 15

60-63 59.5 - 63.5 IIII II 7 17.5

64-67 63.5 - 67.5 IIII IIII 9 22.5

68-71 67.5 - 71.5 IIII II 7 17.5

72-75 71.5 - 75.5 IIII 4 10

76-79 75.5 - 79.5 IIII I 6 15

80 -83 79.5 - 83.5 I 1 2.5

Sum 40 100

Figure 4.2. Histogram and Polygon of Data A2

3. The data of students having high intelligence (B1).

Descriptive analysis of the data of B1 shows that the score is 53 up to 84.

The mean is 71, the standard deviation is 8.34, the mode is 78, and the median is

55.5 59.5 63.5 67.5 71.5 75.5 79.5 83.5


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62.50. The frequency distribution of the data of B1 is in table 4.3. The highest



figure 4.3.

Table 4.3. Frequency Distribution of Data B1


(fi)

%

53-57 52.5 - 57.5 II 2 5

58-62 57.5 - 62.5 IIII I 6 15

63-67 62.5 - 67.5 IIII I 6 15

68-72 67.5 - 72.5 IIII II 7 17.5

73-77 72.5 - 77.5 IIII 8 20

78-82 77.5 - 82.5 IIII IIII 9 22.5

83-87 82.5 - 87.5 II 2 5

Sum 40 100

Figure 4.3. Histogram and Polygon of Data B1

4. The data of students having low inteligence (B2).

Descriptive analysis of the data of B2 shows that the score is 53 up to 80.


is 69.50. The frequency distribution of the data of B2 is in table 4.4. The highest


52.5 57.5 62.5 67.5 72.5 77.5 82.5 87.5


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figure 4.4.

Table 4.4. Frequency Distribution of Data B2


(fi)

%

53-56 52.5 - 56.5 IIII 5 12.5

57-60 56.5 - 60.5 IIII 5 12.5

61-64 60.5 - 64.5 IIII III 8 20

65-68 64.5 – 68.5 IIII 5 12.5

69-72 68.5 - 72.5 IIII 6 15

73-76 72.5 - 76.5 IIII III 8 20

77-80 76.5 - 80.5 III 3 7.5

Sum 40 100

Figure 4.4. Histogram and Polygon of Data B2

5. The data of students having high intelligence who were taught using semantic

mapping (A1B1).

Descriptive analysis of the data of A1B1 shows that the score is 67 up to 84.


is 77. The frequency distribution of the data of A1B1 is in table 4.5. The highest



figure 4.5.

52.5 56.5 60.5 64.5 68.5 72.5 76.5 80.5


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Table 4.5. Frequency Distribution of Data A1B1


(fi)

%

67-69 66.5 - 69.5 III 3 15

70-72 69.5 - 72.5 I 1 5

73-75 72.5 - 75.5 II 2 10

76-78 75.5 – 78.5 IIII III 8 40

79-81 78.5 - 81.5 II 2 10

82-84 81.5 - 84.5 IIII 4 20

Sum 20 100

Figure 4.5. Histogram and Polygon of Data A1B1

6. The data of students having high intelligence who were taught using lecturing

(A2B1).

Descriptive analysis of the data of A2B1 shows that the score is 56 up to

76. The mean is 65, the standard deviation is 5.87, the mode is 65.50, and the

median is 65.10. The frequency distribution of the data of A2B1 is in table 4.6.

The highest score is 76 while the lowest score is 56. From these, the range is 20.

The class is 6, and the interval of these scores is 4. Histogram and polygon are

presented in figure 4.6.

67.5 69.5 72.5 75.5 78.5 81.5 84.5


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(fi)

%

56-59 55.5 - 59.5 IIII 4 20

60-63 59.5 - 63.5 IIII 4 20

64-67 63.5 - 67.5 IIII 5 25

68-71 67.5 – 71.5 III 4 20

72-75 71.5 - 75.5 II 2 10

76-79 75.5 - 79.5 I 1 5

Sum 20 100


7. The data of students having low intelligence who were taught using semantic

mapping (A1B2).


76. The mean is 64, the standard deviation is 6.61, the mode is 62.10, and the

median is 62.90. The frequency distribution of the data of A1B2 is in table 4.7.

The highest score is 76 while the lowest score is 53. From these, the range is 23.

The class is 6, and the interval of these scores is 4. Histogram and polygon are

presented in figure 4.7.

55.5 59.5 63.5 67.5 71.5 75.5 79.5


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Table 4.7. Frequency Distribution of data A1B2


(fi)

%

53-56 52.5 - 56.5 IIII 4 20

57-60 56.5 - 60.5 III 3 15

61-64 60.5 - 64.5 IIII 5 25

65-68 64.5 – 68.5 II 2 10

69-72 68.5 - 72.5 III 3 15

73-76 72.5 - 76.5 III 3 15

Sum 20 100

Figure 4.7. Histogram and Polygon of data A1B2

8. The data of students having low intelligence who were taught using lecturing

(A2B2).


80. The mean is 69, the standard deviation is 7.71, the mode is 75, and the median

is 65.50. The frequency distribution of the data of A2B2 is in table 4.8. The highest



figure 4.8.

52.5 56.5 60.5 64.5 68.5 72.5 76.5


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(fi)

%

53-57 52.5 - 57.5 I 1 5

58-62 57.5 - 62.5 IIII 4 20

63-67 62.5 - 67.5 IIII 4 20

68-72 67.5 – 72.5 III 3 15

73-77 72.5 - 77.5 III 5 25

78-82 77.5 - 82.5 III 3 15

Sum 20 100


B. Two-Way ANOVA Prerequisites

Before conducting the hyphothesis, there are two prerequisites which are

necessary must be done: normality and homogeneity test. Normality test useful to

know whether the sample is in normal or not while homogeneity is applied to find

out whether the data are homogeneous or not. This test is important because

homogeneity of the data shows that the population is well-formed. Both tests are

presented as follows:

52.5 57.5 62.5 67.5 72.5 77.5 82.5


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1. Normality Test

If Lo (L obtained) is lower than Lt (L table) at the level of significance

α=0.05 on Liliefors, the sample is in normal distribution. The following are the

normality of the data:

Table 4.9. The Summary of Normality Test

No. Data

The Number

of Sample

L obtained (Lo)

L Table

(Lt)

Alfa

(α)

Distribution of

Population

1. A1 40 0.0738 0.141 0.05 Normal

2. A2 40 0.0804 0.141 0.05 Normal

3. B1 40 0.0689 0.141 0.05 Normal

4. B2 40 0.0717 0.141 0.05 Normal

5. A1B1 20 0.0897 0.190 0.05 Normal

6. A2B1 20 0.1017 0.190 0.05 Normal

7. A1B2 20 0.1026 0.190 0.05 Normal

8. A2B2 20 0.0694 0.190 0.05 Normal

2. Homogeneity Test

The homogeneity is done to find out whether the data are homogeneous or

not. This This test is important because homogeneity of the data shows that the

population is well-formed. To test the homogeneity of the data, chi-square (2)

test is used. If 2 is lower than t

2 at the level of significance α=0.05, the data

are homogeneous. It can be inferred that the data are homogeneous. To be clear

the data are as follows:


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Table 4.10. The Data of Homogeneity Test of Population

Sample df 1/(df) si2 log si

2 (df) log

si2

1 19 0.052632 24.56842 1.390377 26.41717

2 19 0.052632 39.71316 1.598934 30.37975

3 19 0.052632 47.18684 1.673821 31.8026

4 19 0.052632 55.73421 1.746122 33.17632

121.7758

Table 4.11. The Result of Homogeneity Test of Population

1 2 3 4

117351.2 84110.45 81536.45 95082.05

466.8 754.55 896.55 1058.95

si2 24.56842 39.71316 47.18684 55.73421

466.8 754.55 896.55 1058.95 3176.85

41.80066

1.621183 χo2 χt

2

123.2099 1.4341 3.30 7.815

Due to the fact of the result above, it can be seen that 2 (3.30) is lower than

2

(0.05) (7.815) . Hence, 2 < t

2. Thus, the data are homogeneous.

C. Hyphotheses Test

Hyphothesis test can be conducted after the data are normal and

homogenous through normality and homogeneity test. The data analysis is done

using multifactor analysis of variance (ANOVA) 2 x 2. H0 is rejected if Fo > Ft, it

means that there is a significant difference and an interaction. If H0 is rejected the

analysis is continued to know which group is better by using Tukey test. The

ANOVA 2 x 2 and Tukey test are described as follows:


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1. Summary of Multifactor Analysis of Variance 2 x 2

Table 4.12. Multifactor Analysis of Variance

Source of Variance SS Df MS Fo Ft(.05)

Between columns (The

Teaching Strategies 221.11 1 221.11 5.290 3.97

Between rows (intelligence) 374.11 1 374.11 8.950

Columns by rows

(Interaction) 1419.61 1 1419.61 33.961

Between groups 2014.84 3 671.612

Within groups 3176.85 76 41.801

Total 5191.69 79

The table above shows that:

1) Fo between columns (5.290) is higher than Ft (0.05) (3.97). H0 is rejected and it

means the difference between columns is significant. The students’ mean of

A1 (70) is higher than the students’ mean of A2 (67), thus it can be stated that

semantic mapping is more effective than lecturing to teach reading.

2) Fo between rows (8.950) is higher than Ft (0.05) (3.97). H0 is rejected and it

means difference between rows is significant. It can be stated that the

difference between the achievement of the students having high intelligence

and those having low intelligence is significant. The students’ mean of B1

(71) is higher than the students’ mean of B2 (66). Hence, the students who

have high level of intelligence have better reading ability than the students

who have low intelligence.

3) Fo interaction (33.961) is higher than Ft (0.05) (3.97). H0 is rejected and it can

be stated that there is interaction effect between the two variables, the

teaching strategies and the degree of intelligence on the reading ability. It

means that the effect of the teaching strategies used on the reading ability

depends on the sudents’ degree or level of intelligence.


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2. Summary of Tuckey Test

Tukey test is conducted to find out which strategy is more effective and

which group is better. The pattern of q is found by dividing the difference

between the means by the square root of the ration of the within group

variation and the sample size. The following here is the result of tuckey test:

Table 4.13. Summary of Tukey Test

Between Group qo qt Status Meaning

A1A2 3.252595724 2.86 Significant A1 ≠ A2

B1B2 4.230820002 2.86 Significant B1 ≠ B2

A1B1 – A2B1 6.800022127 2.95 Significant A1B1 ≠ A1B1

A1B2 – A2B2 3.527716004 2.95 Significant A1B2 ≠ A2B2

1) Because qo between columns A1A2 (3.25) is higher than qt (0.05) (2.86), the

difference between columns is significant. The students’ mean of A1 (70) is

higher than the students’ mean of A2 (67). It can be inferred that teaching

reading using semantic mapping at the eighth graders of SMPN 12

Tasikmalaya is more effective than teaching reading using lecturing.

2) Because qo between rows B1B2 (4.23) is higher than qt (0.05) (2.86), it can be

concluded that the students who have high intellligence and those who have

low intelligence are signicantly different in their reading ability. Hence, B1 (71)

is higher than B2 (66), it can be stated that the students having high intelligence

have better reading ability and those having low intelligence.

3) Because qo between cells (A1B1 and A1B2) (6.80) is higher than qt (0.05) (2.95),

the students who have high intelligence who are taught by using semantic

mapping are significantly different in reading ability from the students who

have low intelligence who are taught by using lecturing. The mean score of

students having high intelligence A1B1 (77) is higher than that of those who


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have low intelligence A1B2 (65), so semantic mapping is more effective than

lecturing to teach reading for the students having high intelligence.

4) Because qo between two cells (A1B2 and A2B2) (3.52) is higher than qt (0.05)

(2.95), lecturing differs significantly from semantic mapping to teach reading

for students who have low intelligence. The mean score of students having low

intelligence who are taught by lecturing (69) is higher than those who are

taught by using semantic mapping (64), thus lecturing is more effective than

semantic mapping for teaching reading for students having low intelligence.

Reffering to the result of tuckey test at point 3 and 4 above, it can be

inffered that semantic mapping is more appropriate strategy for the students with

high intelligence, while conventional strategy, lecturing, is appropriate strategy

for students with low intelligence in teaching reading. Hence, it can be

summarized that there is an interaction between teaching strategies and the

students’ intelligence in teaching reading.

D. Discussion of Data Analysis

Based on the computation result of data analysis, it can be presented as

follows:

1. Semantic mapping is more effective than lecturing to teach reading.

Semantic mapping is a strategy in which information is categorically

structured. It helps students arrange information by utilizing the most important

aspect and concept which is related with a text. All activities in this strategy are

students-centered because it makes the use of students’ prior knowledge and

control the input at each paragraph of the map’s bulding.


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According to Zaid (2005: 7) semantic mapping is as comunicative

language teaching because it incorporates many aspects of CLT such as active,

interactive, students centered, and as an integrative activity. Teaching reading

using semantic mapping will help the students understand a text. Using semantic

mapping in pre-reading phase stimulate the students prior knowledge, the whilst-

reading helps the students to record the information obtained from the text, and

when using semantic mapping as post reading phase helps the students recall and

organize information from what they have learned from reading a text. Widomski

in Maggard (2012: 1) states promote a combination of semantic mapping and

reading activities to enable the readers to make use of schema in achieveng a

fuller understanding of a text.

On the contrary, lecturing is used to describe a lesson where the teacher

has a control. It is also called as the teacher centered because the teacher’s duty in

this strategy is only telling the material directly by face to face with the students.

Westwood (2008: 18) remarks that the main objective to lecturing is creating

knowledge and understanding in students simply by talking at them. Moreover, in

this stratregy the students have no chance to be active, creative, and interactive

because only the teacher becomes the decision maker, as a consequence, it makes

the students passive and feel bored in following teaching learning process because

they only listen to the teacher’s explanation. That is why semantic mapping is

more effective than lecturing to teach reading.

2. The students’ having high intelligence have better reading ability than those

having low intelligence.


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Intelligence is the most important tool for success and failure of the

students in learning. Carol (2012: 1) states that intelligence is capacity for

knowledge and the ability to acquire: capacity for reason, ability to comprehend

relationship, ability to evaluate and judge, and capacity for original and productive

thought. The students who have high level of intelligence will acquire knowledge

quickly and apply the knowledge effectively. The students having high

intelligence have high ability in comprehending a text (Debour, 1960: 132). By

high intelligence the students have hard effort optimally to achieve the success,

have much bravery to answer teacher’s question, have strong intention in learning

that makes them understand the lesson more easily as stated by Gardner (1999: 6)

human intelligence involves skills of the problem solving which enable the

individual to solve the problem, to create an effective product, and have to a work

for the acquisition of new knowledge.

On the other hand, students with low intelligence will find the diffulty in

acquiring new knowledge. They usuallly do not have any interest and motivation

in joining the learning process. They are passive because they prefer becoming

listeners and following participants in learning process. They always depend on

someone else, don’t try hard, give up easily in the face of challange. It proves they

are slower in doing reading tasks which are given to them as stated by Debour

(1960: 132) the students who have low intelligence will have low ability in

understanding a text. It happens because they have less capacity to learn and to

solve the problem, and to carry on the abstract thinking. That’s the reason why the

students’ having high intelligence have better reading ability than those having

low intelligence.


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3. There is an interaction between teaching strategies and the students’

intelligence.

Teaching strategies which are used by the teacher in the classroom give a

great influence in succsess of teaching and learning process. Students’

participation in learning activities is strongly affected by teaching strategies.

Semantic mapping strategy is a students-centered because it makes the students

more active, interactive, and creative. When they try to create a map, the students

work with each other before and after reading a text. The students who are taught

using semantic will find the main concept of a text then try to represent a text by

making the schemata which are related to paragraphs of a text. It certainly helps

the students to understand reading a text easily. All activities in this strategy such

as pre-reading, whilst reading, and post reading are communicative. According to

Zaid (2005: 7) semantic mapping is as communicative language teaching because

it incorporates many aspects of Communicative Language Teaching (CLT) such

as active, interactive, students-centered, and integrative activity.

The fact shows that the students having high intelligence have high

curiosity in comprehending reading material and like to read anything that teacher

gives them. They also peform very well in the class, try to be active, and do the

task better. Gardner (1999: 6) states that human intelligence involves skills of the

problem solving which enable the individual to solve the problems, to create an

effective product, and to have a work for the acquisition of new knowledge.

Therefore, semantic mapping is more effective to teach reading for the students

having high intelligence.


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Meanwhile, lecturing strategy is the teacher-centred which focuses on

information transfer. It emphasizes on the teacher’s role in presenting information

by talking to the students. Sometimes the teacher will write on the board and use

the example to illustrate each idea of paragraph to make students understand

reading material. This strategy doesn’t give any chances to the students to be

active in learning process. The students are passive and mostly they prefer talking

with their friends than listening to the teacher. It is stated by Kelly (2012: 1),

lecturing is a teaching strategy where an instructor is the cenral focus of

information transfer. Typically, an instructor will stand before a class and present

information for the students to learn and usually very little exchange occurs

between the instructor and students during a lecturing.

The fact shows that the students having low intelligence have less

attention, motivation, and interest in joinning learning process, tend to wait to the

teacher’s explanation to know the message of a text or need their friends’ help in

understanding a text. It is stated by Charles Spearman in Cherry (2012: 5), people

who have high intelligence perform well on a work tend to perform well on other

works, while those who have low intelligence perfom badly on a work, tend to

perform badly on others. Hence, the students’ having low intelligece will have

less capacity to learn and perform well. Therefore, lecturing is more effective for

the students having low intelligence.

Based on explanation above, it can be concluded that there is an

interaction between teaching strategies and students’ intelligence for teaching

reading.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

As the research result and the discussion elaborated in preceding chapter, the

findings are as follows:

1. Semantic mapping is more effective than lecturing to teach reading at the eighth

graders of SMP 12 Tasikmalayain the academic year 2012/2013.

2. The students having high intelligence have better reading ability than those having

low intelligence at the eighth graders of SMP 12 Tasikmalayain the academic year

2012/2013.

3. There is an interaction between the teaching strategies and the students’

intelligence in teaching reading at the eighth graders of of SMP 12 Tasikmalaya in

the academic year 2012/2013. Semantic mapping is more appropriate strategy for

the students having high intelligence and lecturing is more appropriate strategy for

the students having low intelligence. Hence, the students having high level of

intelligence have better reading ability than the students who have low

intelligence.

Based on the research findings, it can be inferred that semantic mapping is an

effective strategy to teach reading at the eighth graders of SMPN 12 Tasikmalaya in

academic year 2012/2013

.


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B. Implication

The findings indicate that semantic mapping is more effective than lecturing to

teach reading. Semantic mapping is a useful strategy which helps the students to

increase and develop their prior knowledge by seeing the connections through

paragraphs in a given topic by the teacher. The connections describe the concept

among ideas of paragraphs which connect with lines or arrows. Teaching reading

through semantic mapping makes the students easier to comprehend the content of

the text.

Semantic mapping uses before, during, and after reading a text. Prior to read a

text, the teacher distributes the text to be read and carefully selects the key words to

be learned for understanding the text and the lesson. First, the teacher asks the

students to think of ideas which related to the topic. This brainstorming phase allow

the students to stimulate their prior knowledge or experience. Thus prior knowledge

can be used as a stepping a block get new knowledge. Second, the teacher writes

down the topic or main concept in the center of the map, it can use chart paper, the

blackboard, or a software programme with a graphic tool, draw the word map so that

it is visible to the students. Then, engage to build the semantic maps and begin the

prereading discussion that focuses on the content word. As students respond to

concept-related questions, write the word and students’ meaning and responses on

the map and direct students to do the same. When the students fail to respond to the

concept-related question, the teacher should offer a contextual definition of the word

that facilitates the students’ understanding of the text.

As students read, they use their semantic maps to add to the meaning of the

words. Before directing the students to read the text, the teacher provides a quick


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review of the key words. The teacher instructs the students to add the information

from their readings to clarify the meaning of key words. Then, the teachers

encourages the the students to note additional words that further explain the ideas

from their reading. As the students read, the teacher reminds students to write down

questions about words that need clarification.

The teacher engages students in an extended discussion on their reading,

focusing on the content words and their meanings. The teacher directs the students

to use their semantic maps during the discussion of their reading. As the students

discuss the reading and the use the map as their guides, the teacher directs them to

clarify the information that they get from their readings. Then, the teacher guides the

discussion with questions that will help students to further understand what they have

read. As the students respond to the question, the teacher notes their responses on the

large semnatic map as they take additional notes on their own map.

C. Suggestion

Based on the conclusions and the implication sated before, the researcher gives

some suggestions as follows:

1. For the Teachers

a. The teachers should focus their attention to select the strategies based on some

consideration: like level of difficulty and students’ intelligence.

b. The teachers can apply semantic mapping to teach reading to improve the students

reading ability.

c. The teachers have to consider that intelligence is one factor that may influence the

students’ reading ability in the teaching and learning process.


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2. For the Students

a. The students are expected to be more active, creative, and having good participant

in learning process especially in reading class, in order that the students can

improve their reading ability and get good achievement in reading.

b. For the students who have low intelligence, they should encourage themselves to

study hard and be more active in jonning the teaching learning process especially

in reading class.

3. For Other Researcher

a. The researchers can use this result of the study as the starting point to continue the

next study.

b. The researchers can use this research as an additional reference for further

relevant research certainly with different variables and condition.

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