The Effect of Mind Mapping and Semantic Mapping on Reading Comprehension of the Eleventh Graders of Senior High School

Abstract

This paper discusses the effect of Mind Mapping and Semantic Mapping techniques on students’ reading comprehension. This research was an experimental quantitative study involving three classes, they were experimental class 1, experimental class 2 and control class. In the experimental classes, the writer applied the Mind Mapping technique and the Semantic Mapping technique while in the control class the method did not apply. The population of this research was students from class XI of Methodist Berastagi. The writer used 105 students as samples; this research sample was taken using random sampling technique. It were about 35 from XI-A class and 35 from XI-B class as experimental class and 35 from XI-C class as control class. To obtain data, the author used a reading test, as an instrument in data collection. This test consisted of two types, namely pre-test and post-test. Based on ANOVA testing P= 0.52 > 0.05 or F count = 7.65 > F table = 2 significantly affected. It can be concluded that the alternative hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected. Therefore, it can be concluded that Mind Mapping and Semantic Mapping significantly affect the achievement on students’ reading comprehension in narrative text. Based on the explanation above, the writer can choose these techniques as alternatives in learning.

The Use of Mindmaps and its Effectiveness in ELT: A Systematic Review

“…Mind maps are visual tools that help students organize information and connect ideas. The use of mind maps has proven to be effective in improving students' reading comprehension (Sinambela et al, 2023). Mind maps help students understand text structures, remember information, improve focus, learn new vocabulary, and increase learning motivation (Mohaidat, 2018).…”

The Impact of Semantic Mapping on Reading Comprehension Among Moroccan EFL Students

“…Very recently, Sinambela et al, (2023) examined the impact of mind mapping and semantic mapping on the reading comprehension of eleventh-grade high schoolers. The study utilized a quasi-experimental design with three groups: two experimental groups were assigned to the mind mapping and semantic mapping strategies, respectively, while the third group received conventional teaching methods as a control condition.…”

“…On the other hand, Supramaniam and Zainal (2014) and Sinambela et al (2023) reported mixed results on the effectiveness of pre-reading activities in improving reading comprehension. In line with these studies, we suggest that the effectiveness of pre-reading activities may depend on various factors, such as the nature of the reading material and students' prior knowledge and motivation.…”