Reading is the single most important basic
skill a person can gain. However, in Thailand, learning English, especially in
reading skills, seems to be a big problem for students because most of them
find it difficult to read English and have less motivation in doing so. As a
result, the purpose of this study is to study the development of English
reading comprehension using concept maps, and to study students' attitudes
toward learning English reading using concept maps. This study was conducted
through the use of scores from map concepts based on rubrics and re-developed
comprehension tests.
With data from the interview, it was found
that students fully answered the questions that interviewed that their reading
comprehension was better because they had learned the concept of mapmaking.
They feel that they can find the connection between words, sentences, and
paragraphs that make them understand the text, especially the main idea of
the text. In addition, they want to learn and practice reading with the
concept of more maps. They think that the duration of each class is not enough.
Sometimes they want more time to think, practice, and understand the text if
they are difficult enough or unrelated to what they know or experience. In
addition, once they get used to using concept maps in reading, they want to
learn other reading techniques to improve their reading comprehension. In the
beginning, to get students accustomed to concept maps, teachers should make
students work as a group or couple, and then individuals. In addition, teachers
should give students a little more difficult text in each class, so the text
will challenge them to use their ability to think and practice with the support
of the teacher.
In conclusion, there is a link between reading
comprehension and concept maps and they can apply learning in learning
management to improve students' reading comprehensively and creatively.
Annisa Masnasuri Kesai
16611069
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