Usıng Mınd Mappıng Strategy to Improve Readıng Comprehensıon Abılıty to Intermedıate Iranıan Student‏

Authors : Mohammad Piri Ardakani, Anita Lashkarian

Pages : 1077-1095

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Publication Date : 2015-05-13

Article Type : Review

Abstract :Abstract. Reading is one of the language skills that should be mastered by the students after following a set of English Instruction at school. One of the targets of national curriculum for English at junior high-school (SMP) level is students’ comprehension on various types of texts, such as recount, descriptive, and narrative. However, it is common that most students are observed being reluctant to read reading texts, even the short ones. Their lack of vocabulary mastery also limits their effort to achieve reading comprehension. The objective of this research is to find out whether using Mind Mapping technique is an effective way to increase the students’ ability in reading comprehension. The population of this research was the second year students of Iranian classes that consists of seven classes and two classes were chosen as the experimental class and the try-out class. This research is quantities research. The research design was one group pretest posttest design. In collecting data, the researcher administered pretest, treatments, and posttest. In analyzing the data, the T- Test was employed to reach the significant value. Finally, comparing the RT of correct and wrong answers in the eight semantic maps, it was revealed that series of events chain was found to be the only map which demanded slow RT in processing wrong answers. Thus, it seems that the map demanded more cognitive load for processing expository texts. That is, wrong answers RT for series of events chain (M=6.32 Ms) was found to be more than correct answer RT (M=1.31 Ms).
Keywords : Mind Mapping, Reading, Reading Comprehension, EFL students