Teaching Writing to Eighth Grade Students Using Semantic Mapping

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

Berkowitz, S. J. (1986). Effects of instruction in text organization on sixth-grade students' memory for expository reading. Reading Research Quarterly, 21(2), 161-178.

Buzan, T. (2006). The Mind Map Book: Unlock your creativity, boost your memory, change your life. BBC Active.

Ellis, E. S. (2004). Inclusive instruction: Evidence-based practices for teaching students with disabilities. Prentice Hall.

Johnson, D. D., & Pearson, P. D. (2000). Teaching Reading Vocabulary. Holt, Rinehart, and Winston.

Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949.

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Published

29-06-2024

How to Cite

Teaching Writing to Eighth Grade Students Using Semantic Mapping. (2024). Journal of English Education, 2(1), 47-58. https://doi.org/10.61994/jee.v2i1.630