THE EFFECTS OF CONCEPT MAPPING LEARNING STRATEGY ON CIVIL ENGINEERING STUDENTS’ IN ENGLISH READING COMPREHENSION

Authors

  • Ummi Rasyidah Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pasir Pengaraian
  • Dedi Mardiansyah Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Pasir Pengaraian

Keywords:

Concept Mapping, Strategy, Reading Comprehension

Abstract

This study extends the knowledge garnered with civil engineering populations by determining the reading comprehension strategies most important to students’ success on adult literacy outcome measures and aligning them with previously researched interventions. Concept Mapping should benefit from strategies that teach looking for clues in or generating questions about a text. A pre-experimental design is used. The result showed that post-test is higher than pre-test. It means that there is an improvement of students’ reading comprehension achievement who are taught byConcept Mapping Strategy.

References

Blackwell, S. & Pepper, K. (2008). The

effect of concept mapping on

preservice teachers’reflective

practices when making

pedagogical decisions. The

Journal of Effective Teaching,

(2),77-93.

http://uncw.edu/cte/et/articles/Vol

_2/Blackwell.htm

Cantu. E., Schrodoer, N., and da Silva,

D.Z.P. 2010. Using concept maps

as synthesi tool to construct

integrated curriculum in J.Sanchez,

A.J Canas and J.D Novak (Eds)

Proceedings of the Fourth

International Conference on

Concept Mapping. Vina del Mar,

Chile [viewed 1 Apr2012]

http://cmc.ihmc.us/cmc2010papers/

cmc2010-a9.pdf.

Cassata-Widera, A.E. (2008). Concept

mapping and early literacy: A

promising crossroads. In A. J.

Cañas, P. Reiska, M. Åhlberg, & J.

D. Novak (Eds.), Concept

Mapping: Connecting Educators

(pp. 123-131). Finland, Tallinn

:Estonia & Helsinki.

Chiou,Chei-Chang. 2008. The effect of

concept mapping on students’

learning achievements and

interests. Innovations in Education

and Teaching International.

Routledge Taylor & Francis Group

Jena, Ananta Kumar. 2012. Does

constructivist approach applicable

through concept maps to achieve

meaningful learning in Science?

Asia-Pacific Forum on Science

Learning and Teaching, Volume

, Issue 1, Article 7 (Jun. 2012)

Hyerle, D. 2000.A field guide to using

visual tools.Alexandria, VA:

Association for Supervision and

Curriculum Development.

Kamil, M. 2003. Adolescents and

literacy: Reading for the 21st

century. Washington, DC: Alliance

for Excellent Education.

Lanzing, Jan. 2007. Concept Map.

Retrieved from http://edutechwiki.

unige.ch/en/Concept_map on 08

December 2013.

Lee,Yongjin. 2013. Collaborative

Concept Mappingas a Pre-Writing

Strategy for L2 Learning: A Korean

Application.International Journal

of Information and Education

Technology, Vol. 3, No. 2, April

http://www.ijiet.org/papers/

-IT0038.pdf

Liu, Y. T. et al. 2008. The effect of

concept mapping on English

textcomprehension and summari

zation. Unpublished manuscript

Mikulecky, B.S. & Jeffries, L.2007.

Advanced Reading Power:

Extensive Reading, Vocabulary

Building, Comprehension, Reading

Faster. New York: Longman.

Novak, J. D., & Cañas, A. J., 2008. The

theory underlying concept maps

and how to construct and use

them.Technical Report IHMC

Cmap Tools 2006-01.Institute for

Human and Machine Cognition.

Novak, J.D. The Theory Underlying

Concept Maps and How To

Construct Them. Retrieved on 08

December 2013 from

http://www.stanford.edu/dept/SUS

E/projects/ireport/articles/concept_

maps/The%20Theory%20Underlyi

ng%20Concept%20Maps.pdf.

Pardo, Laura S. “What Every Teacher

Needs to Know About Compre

hension” in The Reading

Teacher.Nov. 2004. pages 272-

Rathvon, N. 2004.Early reading

assessment. New York: The

Guilford Press.

Ruffini, M. F. (2008). Using e-maps to

organize and navigateonline

content. EducaseQuarterly,31(1),

-61

Snow, C.E. 2002. Reading for

understanding: Toward a research

and development program in

reading comprehension. Santa

Monica, CA: RAND.

Sturm, J., & Rankin-Erickson, J., 2002.

Effects of hand-drawn and

computer-generated concept

mapping on the expository writing

of middle school students with

learning disabilities. Learning

Disabilities, Research &

Practice,17, 124-139

Trabasso, T., & Bouchard, E.

Teaching readers how to

comprehend text strategically. In C.

Collins Block & M. Pressley (Eds.),

Comprehension instruction:

Research-basedbest practices (pp.

–200). New York, NY: The

Guilford Press.

Westwood, Peter. 2008. What Teachers

Need to Know about Reading and

Writing Difficulties.Camberwell

Victoria: ACER Press

Zittle, F., Johari, A., & Eastmond, D.

The ASTDe-learninghand

book: Best practices, strategies

andcases studies for an emerging

field. Quarterly Review of Distance

Education,6(1), 65-71.

Zwaal, W. ,&Otting, H. (2012). The

Impact of Concept Mapping on the

Process of Problem-based Learning.

Interdisciplinary Journal of

Problem-based Learning, 6(1).

Available at: http://dx.doi.org/10.

/1541-5015.1314

Downloads

Published

2015-07-23