Teachers’ challenges in using semantic mapping strategy to teach English reading in 7th grade of SMPN 3 Candi Sidoarjo

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Ayunin, Evi (2021) Teachers’ challenges in using semantic mapping strategy to teach English reading in 7th grade of SMPN 3 Candi Sidoarjo. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Reading comprehension is an ability to catch the main content of the text. There are twelve genres in English text. One of those genres is descriptive text in 7th grade of junior high school. One of English teachers in SMPN 3 Candi who said that descriptive text has its own complexity that oftent make the students boring. An innovative strategy that teacher mostly used is semantic mapping strategy that is able to increase students’ vocabulary development and their interesting. Other hand, using semantic mapping to teach reading needs a time and it has some stages. This study proposed to analyze teachers’ challenges in using semantic mapping strategy to teach reading in SMPN 3 Candi Sidoarjo and how teachers handle those challenges. This study used qualitative design. Data collection techniques are doing interview and spreading questionnaire for 4 English teachers in SMPN 3 Candi Sidoarjo. Highlighted of the result are: (1) Teachers’ challenges in using semantic mapping strategy to teach reading. In introducing the topic, teachers’ challenges are students directly understand the topic and different level of comprehension from the students. Students directly understand the topic was being one of the challenges because when students directly understand the topic teachers need to be ready by adding the material to cover the time allotment. In brainstorming, challenges faced by teachers are different level of comprehension from each student, students do not feel confidence to show up their idea and often feel afraid to make a mistake. In categorizing the map, teachers have difficulties in directing students to connect the words, to construct vocabulary in right subordinate of the map, and to choose suitable vocabulary related the topic. In personalizing the map, teachers’ challenges related to students’ interest, how to keep students’ concentration, and time allotment. In post-assignment synthesis, challenges faced by teachers are different level of students’ comprehension makes different outcome in concluding the result of map, students’ short - term memory, and time allotment. (2) The exploration of the ways the teachers handle challenges in using semantic mapping to teach reading. In introducing topic, teachers preferred to lead students’ prediction, using pictures, and ideas exploration. In brainstorming, the ways of teachers are grouping students and exploring the individual idea. In categorizing the words, teachers are listing of the important words, WH-Questions, and using picture and video explanation. In personalizing the map, teachers preferred to do discussion, help students to connect the words, and doing question and answer to collect the words’ connection. In post – assignment synthesis, ways of teachers are grouping the students and helping students to find connection of new information that got by constructing the map and the content of the text.

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Item Type:	Thesis (Undergraduate)
Creators:	Creators Email NIM Ayunin, Evi eviayunine@gmail.com D75216040
Contributors:	Contribution Name Email NIDN Thesis advisor Madjid, Hilda Izzati hilda.izzati.madjid@gmail.com 2010028601 Thesis advisor Rakhmawati, Rakhmawati rakhmawati@uinsby.ac.id 197803172009122002
Subjects:	Bahasa Inggris Pendidikan Pendidikan > Strategi Belajar Mengajar
Keywords:	Semantic Mapping Strategy; Teaching Reading; Teachers’ Challenges.
Divisions:	Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User:	EVI AYUNIN
Date Deposited:	08 Apr 2021 06:54
Last Modified:	08 Apr 2021 06:54
URI:	http://digilib.uinsa.ac.id/id/eprint/47364

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