The effect of mind mapping and pre-questioning on the students' reading comprehension

Maslakhatin, . (2015) The effect of mind mapping and pre-questioning on the students' reading comprehension. Masters thesis, Widya Mandala Catholic University Surabaya.

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Abstract

This study was conducted for two purposes: (1) to investigate the effects of mind mapping (MP) and pre- questioning (PQ) on the students’ reading comprehension, (2) to investigate the effects of mind mapping and pre-questioning on the students’ reading comprehension levels: literal comprehension, inferential comprehension, evaluation, and appreciation. This study was a quasi-experimental design. The subject of this study was 52 senior high school students grade one at a senior high school in Surabaya. They were given different techniques: mind mapping was for the experimental group and pre-questioning was for the control group. The research instrument was 25 reading comprehension questions incorporating the four reading comprehension levels based on Barrett Taxonomy. It was in the form of multiple choice questions with four options for each question. The data of this study were analyzed using Independent Sample t-test and Manova test. The Independent Sample t-test revealed that there was no significant difference between the students who received mind mapping and those who received pre- questioning in their overall reading comprehension. Three factors might influence this finding. First, the students in the control group had better reading comprehension ability than those who were in the experimental group before the treatment was implemented. Second, the students in the experimental group were probably less familiar with the story of “The Legend of Tangkuban Perahu.” Third, the students in control group had better vocabulary mastery than those who were in the experimental group. Meanwhile, the Manova test revealed that there was no a significant difference between the students who received mind mapping and those who received pre- questioning in their literal comprehension, Evaluation, and Appreciation level. However, there was a significant difference between the students who received mind mapping and those who received pre-questioning in their inferential comprehension.

Item Type: Thesis (Masters)
Department: ["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords: Reading comprehension, mind mapping, pre- questioning, literal comprehension, inferential comprehension, evaluation, and appreciation
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Thomas Aryanatan Lena
Date Deposited: 10 Mar 2016 05:25
Last Modified: 10 Mar 2016 05:25
URI: http://repository.wima.ac.id/id/eprint/6326

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