The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Sharif, Siti Rohaya; Singh, Charanjit Kaur Swaran; Ong, Eng Tek; Mulyadi, Dodi; Ichsan, Llmi Zajuli; Rahmayanti, Henita; Kiong, Tee Tze

doi:10.24815/siele.v10i1.24271

Cited by 5 publications

(4 citation statements)

References 37 publications

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“…Similarly, a study by Rahmaida and Agustina (2023) advocated those vivid illustrations of using Bubble Map and Tree Map method assisted students to became active participants in identifying and associate the main ideas of the reading text to answer the questions. In addition, the findings support studies done by Sharif et. al.…”

Section: Rq2supporting

confidence: 91%

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Creative Approach in Teaching CEFR Reading Comprehension Using Bubble Map and Tree Map Method

Selvarajasingam,

Nair,

Wider

2023

WJEL

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In Malaysian secondary schools, the dynamic tool of teaching CEFR reading comprehension is to give students a greater exposure and increase their motivation in conducive learning environment. The topmost objective of this study is to investigate whether the use of Bubble Map and Tree Map method improves students’ learning of open ended and cloze test questions in the CEFR reading comprehension framework. For this purpose, the researcher employed a quasi-experimental design with a sample of 105 Form One students (13 years old) from three different schools (school A, B and C) from Petaling Jaya, Selangor. Three groups of students were taken as intact groups to fulfill the requirement of this study. All the three groups were comprised with equal participants (35 students in each group). The Experimental Group 1 (EG1) from school A was taught using Bubble Map, Experimental Group 2 (EG2) from school B was taught using Tree Map and the Control Group (CG) from school C was taught using conventional method. In order to collect the data, the researcher administered pre-test and post-test (instruments for this study). First, the quantitative data was analyzed using MANCOVA test and Tukey HSD (SPSS program for Windows version 26). The findings from the MANCOVA test demonstrated that EG1 (using Bubble Map) significantly outperformed EG2 and CG in answering open ended comprehension questions and the cloze test questions. The results of Tukey HSD also indicated that EG2 (using Tree Map) performed significantly better than CG (using conventional method) in answering the open ended and the close test comprehension questions. This study has crucial pedagogical implication because it revealed that utilizing Bubble Map and Tree Map methods can enhance students CEFR reading comprehension. As such, teachers can use Bubble Map and Tree Map method as an alternative method to teach CEFR reading comprehension in the ESL classroom.

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Section: Rq2supporting

confidence: 91%

“…Besides, the study by Sharif et. al (2023) was to explore the use of i-Think map method in teaching reading comprehension.…”

Section: Review Of Literaturementioning

confidence: 99%

Creative Approach in Teaching CEFR Reading Comprehension Using Bubble Map and Tree Map Method

Selvarajasingam,

Nair,

Wider

2023

WJEL

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“…Meta-analysis comes about appears that intellect maps can increment students' reading comprehension scores by a normal of 0.8 standard deviations (Doğan & Baştuğ, 2020). A few ponders appear on the positive impact of intellect maps on perusing comprehension: The utilization of intellect maps amid the perusing handle increases students' reading comprehension scores on science writings (Sharif et al, 2023). Utilizing intellect maps sometime recently and after reading increments students' comprehension scores on story writings (Millah, 2018).…”

Section: Impacts Of Utilizing Intellect Maps On Reading Comprehensionmentioning

confidence: 99%

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

Rahayu,

Apriani,

Adi Permata

et al. 2024

FJSR

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The systematic review examines the effectiveness of incorporating mind maps into English Language Teaching (ELT) classrooms. The goal is to analyze the impact of mind maps on various aspects of student learning, including vocabulary mastery, reading comprehension, and writing skills. Studies published from 2018 to 2023 in scientific databases such as Google Scholar, ERIC, and Mendeley. A rigorous search strategy will be used to identify relevant research investigating the use of mind maps in ELT contexts. This review will synthesize the findings to evaluate the overall influence of mind maps on student achievement in ELT. It is hoped that this comprehensive analysis will provide valuable insights for ELT practitioners, by uncovering the potential benefits and drawbacks of using mind maps on various aspects of student learning, including vocabulary mastery, reading comprehension, and writing skills. This review aims to inform teaching practice and identify areas for further research to optimize their effectiveness in enhancing language learning

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“…In English language teaching (ELT) field, people are increasingly showing great interest in combining language teaching with technology in creative ways to promote leaning (Wang & Lee, 2020). English lecturers have important role in accompany students to learn reading activities (Sharif et al, 2023). Therefore, they can combine the activity by using learning tools (Syamdianita & Cahyono, 2021).…”

Section: Introductionmentioning

confidence: 99%

The implementation of project-based learning through animated videos in reading for specialized information

Suharto,

Zubaidi,

Maulidiyah

et al. 2024

J-REaLL

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This research investigated the implementation of project-based learning through animated videos in reading for specialized information and the perception of students on it. This research differed from others because students visualized the information from the reading text into animated videos. The implementation of project-based learning through animated video was measured by observation. Students’ perceptions about it were measured from the questionnaire. Thirty-two vocational students took part in this research. Based on the results of observations, three steps of project-based learning supported students’ success in achieving the learning outcomes. The result showed that students’ positive responses about the process of creating animated videos were: they worked with group (65,6%); they tried to design their animated videos (62,5%); they accessed and used features properly (59,4%); and they enjoyed to learn reading for specialized information (71,9%). Students’ positive responses about the benefits of creating animation videos were: they established good communication (62,5%); they got a better understanding (71,9%); they felt easier to visualize the lesson material (62,5%); they were more motivated to read (53,1%), and they felt more enthusiastic to learn new vocabularies (65,6%). On the other hand, students’ negative responses showed that they spent a lot of time in making animated videos (9,4%). Lecturers recommended using easy and basic applications in creating animated videos, such as Canva. The implication of the research was students developed their creativity to visualize a reading text in the form of animated videos, and they understood the reading text.

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The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Cited by 5 publications

References 37 publications

Creative Approach in Teaching CEFR Reading Comprehension Using Bubble Map and Tree Map Method

Creative Approach in Teaching CEFR Reading Comprehension Using Bubble Map and Tree Map Method

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

The implementation of project-based learning through animated videos in reading for specialized information

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