Experimental Use of Kit-Build Concept Map System to Support Reading Comprehension of EFL in Comparing with Selective Underlining Strategy

Abstract

Abstract-In this paper, we describe the effects of using KitBuild concept mapping (KB-mapping) method as a technologyenhanced support for the Reading Comprehension (RC) in English as Foreign Language (EFL) contexts. RC is a process that helps learners to become a more effective and efficient reader. It is an intentional, active and interactive activity that language learners experience in their daily working activities. RC of EFL is a significant research area in technology-enhanced learning. In order to clarify the effect of KB-mapping method, we compared the results with that of selective underlining (SU) strategy through the Comprehension Test (CT) and the Delayed Comprehension Test (DCT) that performed two weeks later. As the results, it is clarified that there is a noticed difference in the DCT scores, while there is no significant difference in the CT scores. It indicates that the use of KB-mapping method helps learners to retain their information for longer period of time. By doing more statistical analysis for the results of the Kit-Build Conditions (KB-conditions) group and comparing them with the map scores, we found that the learners could answer 76% of the questions whose answers were included in their learner's maps. It was found that learners could recall 86% of the questions and that their answers were included in their learner's maps. It indicates that the use of KB-mapping method helps learners to retain and recall more information compared with the SU strategy even after two weeks elapsed. In a follow-up questionnaire after the end of all experiments, it was revealed that participants thought that using KB-mapping was similar to SU for the CT just after the use, but KB-mapping was more useful in remembering information after a while, and it was more difficult to carry out. Participants liked to use it in RC tasks, but asked for more time to do it.

Validity of Kit-Build Method for Assessment of Learner-Build Map by Comparing with Manual Methods

“…KB map and its automatic assessment method have already been practically used in classrooms in various schools, for example, in science learning in elementary schools [9], [10], junior high schools [11], and university [12], [13]. Also, it is proper for use in various educational fields such as English, science, and social science [14]- [18]. And KB map had been investigated about the effect to memory retention in the experimental environment [19].…”

The Implementation of Kit Built Concept Mapping to Help Non-English Department Students Improve their Reading Skills

“…From the understanding of Concept Mapping above, then Alkhateeb et al(2016) developed Kit-Built Mapping, which is a framework to realize automatic diagnosis of concept maps built by students and provide feedback on their mistakes on the map. Besides, Andoko, Hayashi, and Hirashima mention that Kit-Built Mapping (KB-Mapping) is an application that can be used for learning adopted from concept maps and expanded into a new form.…”

“…The third stage is the stage where the teacher evaluates by comparing the map he made (goal map) with the map made by students (learner's map). Alkhateeb et al (2016) developed this method based on their interpretation of the understanding of Reading Comprehension which was concluded from a combination of comprehension notions in Oxford and Cambridge dictionaries. Reading Comprehension (RC) according to them, is the ability of learners to fully understand and memorize important information included in the text they read.…”

“…Table 1. The Procedure of the Implementation of Kit-Built Concept Mapping by Alkhateeb et al (2016).…”

“…The students were assumed to be more motivated and engaged since most of the reading activities were done with the help of the computer and the internet connection, just like most of their classes in this department. Yet, unlike the previous study conducted by Alkhateeb, et al (2016), the students were given the delay test the week after due to the time limitation in conducting the study and the time in doing all the processes were added (see Table 2) due to the possibility of the slow internet connection. In conclusion, this article is aimed at describing the implementation of KB-Mapping to help the non-English department students improve their reading skills and motivation, as well as finding out their perception about its implementation.…”