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

Abstract

Reading skill is important especially for non-English departments students like those of Information Technology Department at State Polytechnic of Malang. However, based on the observation and the results of the tests, the students showed low performance and motivation in reading English written texts even though the texts were on IT related subjects. Therefore, the students were introduced to Kit-Built Concept Mapping to help them overcome the problems. This study is Classroom Action Research (CAR) to analyze the implementation of the method to help the students improve their reading skills as well as motivation to read. There were some procedures they had to follow and some tests to do in this study. This study was said to be successful and stopped when the students’ scores met the criteria of success previously determined, namely more than 50% of them had the average score more than 66 or B in accordance with the State Polytechnic of Malang Academic Handbook. After the first and second cycles, the average scores obtained showed an improvement both in the first and second cycles. Hence, after the two average scores were analyzed by the paired t-test it was found that there was no significant difference between them. Accordingly, it can be said that this method was not fully successful in improving the students' reading skills even though from the questionnaire and interview showed the students’ interests and motivation to read English written texts more than before.

Concept Mapping for Improving Reading Comprehension in Second Language Education: A Systematic Review

“…For example, Lechuga et al (2015) found that the concept mapping technique was not as effective as retrieval practice in a learning test. Asri and Andoko (2019) found that concept mapping was not entirely successful for improving students' reading skills. Additionally, Wilson and Kim (2016) found that concept mapping did not significantly increase reading comprehension achievement.…”

“…It is crucial, however, to acknowledge the presence of limitations accompanying these approaches. According to Asri and Andoko's (2019) study, the implementation of KB mapping was not fully successful in improving students' reading skills, despite questionnaire and interview results indicating increased student interest and motivation to read. It is worth noting that KB mapping requires students to have a good command of software and computer skills, and schools need to provide sufficient equipment, which may not be practical for all classrooms in various regions where teaching for ESL/EFL reading takes place.…”

“…For example, Riahi and Pourdana (2017) and Rassaei (2019) found that concept mapping was beneficial for students' use of reading strategies, especially the use of metacognitive reading strategies (Rassaei, 2019). Phantharakphong and Pothitha (2014), Tabatabaei and Khalili (2014), Trang (2017), Nguyen and Pham (2018), and Asri and Andoko (2019) focused on students' attitudes towards concept mapping, which were generally positive. The study of Liu (2014) examined the process of using the conceptmapping technique by analyzing students' eye movements during the reading process.…”

The Effect of Know-Want-Learn Strategy on Academic Listening Skills of Turkish Teacher Candidates

“…"Bil-İste-Öğren", "BİÖ", "KWL", "Know-Want to Know-Learned", K-W-L" anahtar sözcükleriyle DergiPark, ULAKBİM, YÖK Tez Tarama sayfası, Google Akademik ve ERIC ve EBSCOhost veri tabanlarında yapılan araştırmalar sonucunda BİÖ stratejisi kullanılarak yapılmış çeşitli çalışmalara rastlanmıştır. Bunlardan bazıları (Alabsi, 2018;AlAdwani vd., 2022;Al-Shaye, 2002;Ardiyan, 2022;Asri, 2014) BİÖ stratejisinin okuduğunu anlamaya etkisiyle ilgili deneysel ve kuramsal çalışmalardır. Alan yazın taraması sonucunda BİÖ stratejisinin yazma becerisinde kullanımına dair çalışmalar (Cantrell vd., 2000;Fengjuan, 2010;Herlina, vd., 2013;Khayriddinkizi, 2021;Lou vd., 2016;Shintia, 2021;Susanti, 2014;Zubaidah vd.,2021) ve konuşma becerisinde kullanımına dair çalışmalar (Lubis, 2019;Mantra, 2016;Sugiyarti, 2008; ) yapıldığı da görülmüştür.…”

Novice Students’ Experience of Taking Toeic Preparation Class: A Phenomenological Case Study

“…Studies in this area mostly focused on variety of method as to enhance students' score gains. The methods range from blending learning (Komariah et al, 2017), cooperative learning the enactment of Students Team Achievement Division (STAD) (Rionaldi & Saputra, 2019), low-cost videos (Asri et al, 2022), and the implementation of TOEFL practicum class (Djamereng et al, 2021).…”