Teaching Writing to Eighth Grade Students Using Semantic Mapping

Ahmad Basuni

doi:10.61994/jee.v2i1.630

Authors

Ahmad Basuni Imawa Institut Al Ma'arif Way Kanan

DOI:

https://doi.org/10.61994/jee.v2i1.630

Keywords:

semantic mapping, writing skills, middle school, teaching strategies, quasi-experimental design

Abstract

This study investigates the effectiveness of semantic mapping as a teaching strategy to enhance the writing skills of eighth-grade students at SMPN 1 Bumi Agung. Semantic mapping, a visual tool that illustrates relationships between concepts, is hypothesized to aid students in organizing their thoughts and generating ideas for writing. The research employs a quantitative method through quasi-experimental design, collecting data by using writing test and analysing data with pre-test and post-test assessments to evaluate the impact of semantic mapping on students' writing proficiency. Results indicate a significant improvement in the writing abilities of students who were taught using semantic mapping compared to those who received traditional instruction. The findings suggest that semantic mapping is a valuable pedagogical tool in teaching writing to middle school students.

References

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