Effects of Mind Mapping and Pre-Questioning on Reading Comprehension

Yoyok Febrijanto; Erva Elly Kristanti; Asef Wildan

doi:10.29082/jsret.v1i1.2

Authors

Yoyok Febrijanto STIKES RS Baptis Kediri
Erva Elly Kristanti STIKES RS Baptis Kediri
Asef Wildan University of Bina Sehat

DOI:

https://doi.org/10.29082/jsret.v1i1.2

Keywords:

Reading comprehension; mind mapping; pre-questioning; literal comprehension

Abstract

This study was conducted to investigate the effects of mind mapping and pre-questioning on the students’ reading comprehension and on the students’ reading comprehension levels: literal comprehension, inferential comprehension, evaluation, and appreciation. This study was a quasi-experimental design, which involved 30 Diploma Nursing Student Stikes RS Baptis Kediri. Mind mapping was used for the experimental group and pre- questioning was for the control group. The instrument was 25 item reading comprehension test incorporating the four reading comprehension levels based on Barrett taxonomy. Independent Sample t-test and Manova test were used to analyze the data, which results 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 and 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

Downloads

Download data is not yet available.

References

Ajideh, P. (2006). Schema-theory based considerations on pre-reading activities in ESP textbooks. The Asian EFL Journal.16(1). 1-19. Retrieved from http://asian-efl- journal.com/November_2006_Vol 16_Art2.pdf.

Al Faki, I.M., &Siddiek, A.G. (2013).The role of background knowledge in enhancing reading comprehension.World Journal of English Language.3(4). 42-66. Retrieved from file:///C:/Users/w7/Downloads/3736-12313-1-PB.pdf.

Andanty, F. D. (2006).Reading strategies used by second grade high school students of SMA Negeri 1 Surabaya. (Unpublished graduate thesis).Widya Mandala Chatolic University, Surabaya, Indonesia.

Carrell, P. L., &Eisterhold, J. C. (1983).Schema theory and ESL reading pedagogy.TESOL Quarterly,17(4), 553-573. Retrieved from http://theliteracywiki.wikispaces.com/file/view/Schema_theory_and_ESL_reading_pedagogy.pdf/378146820/Schema_theory_and_SL_reading_pedagogy.pdf.Celce-Murcia,& Marianne. (1991).Teaching English as a second or foreign language. Massachusetts: Heinle&Heinle publishers.

Dewi, R. A., Sutarsyah, C., & Hasan, B. (2013). The effect of using pre- questioning on students’ reading comprehension achievement. Jurnal FKIP Unila. 2(8). 1-11. Retrieved fromhttp://jurnal.fkip.unila.ac.id/ind ex.php/123/article/view/1477/1333.

Fisher, D & Frey, N. (2009). Background knowledge: The overlooked factor in reading comprehension: Mc Graw Hill Education. Retrieved from http://siopformisd.pbworks.com/w/file/fetch/80441810/background%20knowledge%20overlooke d%20factor%20in%20reading%20 comprehension.pdf.