The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils
<p>This study aimed to investigate the effectiveness of using semantic mapping to develop</p><p>pupils vocabulary development to improve their reading comprehension ability. The</p><p>instruments used in this study was adapted fro...
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LB Theory and practice of education Thiruchelvy Thiruvaluver The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils |
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<p>This study aimed to investigate the effectiveness of using semantic mapping to develop</p><p>pupils vocabulary development to improve their reading comprehension ability. The</p><p>instruments used in this study was adapted from Word Association Test (WAT), Vocabulary</p><p>Size Test (VST) and a reading comprehension test prepared by the Selangor Education</p><p>Department. A total of 30 Year five pupils from a primary school in a district of Klang</p><p>participated in this study. This quasi-experimental research design involved one experiment</p><p>group. Pupils were given a pre-test and post-test on reading comprehension, VST and WAT.</p><p>It was analysed using paired sample t-test and Pearsons correlation coefficient. The t-test</p><p>result on WAT was statistically significant with a p-value of .00 (p<0.05). The t-test result</p><p>on VST 1000 was statistically significant with a p-value of .00 (p<0.05). However, the t-test</p><p>result on VST 2000 was not significant as the results were .842 (p<0.05). Similar results</p><p>were obtained from VST 3000. The t-test results on VST 3000 was not significant with the</p><p>p value of .816 (p<0.05). The Pearsons correlation coefficient results showed that there was</p><p>a significant relationship between the pupils vocabulary size and pupils reading</p><p>comprehension ability with a p-value of .009 (p<0.05). The correlation coefficient also</p><p>showed that there was a significant relationship between vocabulary depth and reading</p><p>comprehension with a p-value of .007 (p<0.05). In conclusion, it shows that the use of</p><p>semantic mapping has a positive effect on pupils reading comprehension ability. The</p><p>implication of study shows that the use of semantic mapping can develop vocabulary which</p><p>improves reading comprehension ability.</p> |
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Thiruchelvy Thiruvaluver |
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Thiruchelvy Thiruvaluver |
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Thiruchelvy Thiruvaluver |
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The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils |
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The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils |
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The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils |
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The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils |
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effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils |
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oai:ir.upsi.edu.my:70622022-05-17 The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils 2021 Thiruchelvy Thiruvaluver LB Theory and practice of education <p>This study aimed to investigate the effectiveness of using semantic mapping to develop</p><p>pupils vocabulary development to improve their reading comprehension ability. The</p><p>instruments used in this study was adapted from Word Association Test (WAT), Vocabulary</p><p>Size Test (VST) and a reading comprehension test prepared by the Selangor Education</p><p>Department. A total of 30 Year five pupils from a primary school in a district of Klang</p><p>participated in this study. This quasi-experimental research design involved one experiment</p><p>group. Pupils were given a pre-test and post-test on reading comprehension, VST and WAT.</p><p>It was analysed using paired sample t-test and Pearsons correlation coefficient. The t-test</p><p>result on WAT was statistically significant with a p-value of .00 (p<0.05). The t-test result</p><p>on VST 1000 was statistically significant with a p-value of .00 (p<0.05). However, the t-test</p><p>result on VST 2000 was not significant as the results were .842 (p<0.05). Similar results</p><p>were obtained from VST 3000. The t-test results on VST 3000 was not significant with the</p><p>p value of .816 (p<0.05). The Pearsons correlation coefficient results showed that there was</p><p>a significant relationship between the pupils vocabulary size and pupils reading</p><p>comprehension ability with a p-value of .009 (p<0.05). The correlation coefficient also</p><p>showed that there was a significant relationship between vocabulary depth and reading</p><p>comprehension with a p-value of .007 (p<0.05). In conclusion, it shows that the use of</p><p>semantic mapping has a positive effect on pupils reading comprehension ability. The</p><p>implication of study shows that the use of semantic mapping can develop vocabulary which</p><p>improves reading comprehension ability.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7062 https://ir.upsi.edu.my/detailsg.php?det=7062 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Abdel, R. (2013). The effect of teaching vocabulary through semantic mapping on EFL</p><p>learners awareness of vocabulary knowledge. International Interdisciplinary</p><p>Journal of Education, 2(7), 722-731.</p><p></p><p>Abdollahzadeh, E. & Amiri, N. (2009). The effect of semantic mapping as a vocabulary</p><p>instruction technique on EFL learners with different perceptual learning styles.</p><p>The Journal of Applied Linguistics, 2(1), 1-27.</p><p></p><p>Abend, G. (2008). The meaning of theory. Sage publications, 26(2), 173-199.</p><p>doi: https://doi.org/10.1111/j.1467-9558.2008.00324.x</p><p></p><p>Adom, D., Hussein, E. K. & Agyem, J. A. 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