CONCEPT MAPPING INFLUENCING STUDENTS’ ABILITY TO SUMMARIZE READING PASSAGES

Concept mapping has been advocated as a facilitative tool for enhancing meaningful learning of reading comprehension of students in several ways. In particular, this strategy positively influences how students comprehend texts and summarize important ideas or information given in a particular text passage. However, research into the effects of concept mapping on students’ ability to summarize passages has not been explored in the context of teaching and learning English as a foreign language inVietnam. This paper therefore examines the effects of concept mapping on students’ ability to summarize reading passages within a community college context in the Mekong Delta. Using an experimental study, pretest, posttest, and questionnaire were undertaken with twenty six sophomores over the second semester of a reading course. The findings show that concept mapping had positive effects on students’ ability to summarize reading passages and that students perceived the use of this reading strategy as being a facilitative tool for meaningful learning. The paper concludes by discussing the pedagogical implications and insights into the relationship between concept mapping and summarizing skills in reading comprehension in wider contexts.  Article visualizations

PENERAPAN STRATEGI CONCEPT-ORIENTED READING INSTRUCTION (CORI) DALAM MENUMBUHKAN PEMAHAMAN KESEJARAHAN SISWA DALAM PEMBELAJARAN SEJARAH (Penelitian Tindakan di Kelas XI IPA 1 SMA Negeri 14 Bandung)

This research is motivated by the lack of students’ historical comprehension in learning history, which indicated by the lack of how students comprehend the text. This research discussed how to developing students’ historical comprehension by using Concept-Oriented Reading Instruction (CORI) Strategy. The aim of this research are for describing the planning of implementing CORI strategy in learning history, explaining the steps to implementing CORI strategy, identifying students’ historical comprehension through the implementing of CORI strategy, and describing the effort to resolved the obstacles in implementing strategi in learning history. There are four indicators of students’ historical comprehension such as; 1) knowledge and understanding of historical events, 2) identify the central question of the historical narrative, 3) critical thingking to examine and utilize the knowledge of history, also 4) historical skill that can be used to study various types of informations to determine the validity of the information. Using the Classrom Action Research with Kemmis and McTaggart design research. Based on the result, the indicators of historical comprehension are 92,05% on the fourth cycle. This research is proving the application of CORI strategy could be used as a solution to developing students’ historical comprehension in learning history in each cycles. Keyword: CORI Strategy, Historical Comprehension, Historical Learning

Self-Generating Questions and Concept Mapping to Improve Long-term Recall Performance

Past research has shown that individuals that engage in generative and elaborative learning techniques demonstrate a higher level of comprehension due to increased understanding across concepts (Brown, Roediger & McDaniel, 2014). Literature in this area has included investigating ways in which learners can actively engage in their learning to improve comprehension (Brown, et al., 2014). One learning technique that has been examined as a method for improving comprehension performance is self-generating questions (Bugg & McDaniel, 2012). The present study will build off previous studies that focused on the impact generating questions can have on retention in the short term, by investigating the impact that self-generating questions can have on long term retention (Weinstein, McDermott, & Roediger, 2010). This will entail implementing a three-week retention interval to measure retention across a typical forgetting curve of approximately 30 days. This will expand upon the typical intervals substantially to determine whether generative and elaborative study techniques truly benefit comprehensive learning in the long term. The present study will also focus on encouraging participants to develop strictly conceptual questions that engage the participant in linking concepts across the text. This focus on linking concepts will be emphasized by the addition of concept mapping, as a study strategy condition. Scores will be compared to determine the level of forgetting that took place in a comparison across four conditions (study, self-generate, self-generate and concept map, study and concept map). If significant, the results of this study could provide insights into how organizations can improve their training programs to maximize learning

Master of Science

thesisRepresentations in the form of concept maps have been shown to be a benefit to leaners. However, previous research examined the influence of these representations in learning in well-structured environments. Additionally, previous research suggests that increasing the activity of students in learning environments has also been shown to yield gains in learning, called the generation effect. The current study extends the literature by examining the influence generative activities and concept map representations have on an ill-structured reasoning process, namely thinking like a lawyer. Pre- and posttests targeting factual knowledge, recall, and transfer were used to assess learning, while verbal protocols were implemented to examine learning processes used by participants. Results were mixed. Representation and activity had no effect on factual knowledge, recall, and near transfer measures. Verbal protocol results showed that students who studied with the concept map representation condition produced a higher proportion of deep utterances during problem solving when using static representations compared to those that generated their representation. The opposite was true for students in the text list condition. Those who generated their text list representation during study produced a higher proportion of deep utterances in problem solving when compared to those who studied with a static list. Thus, a careful consideration of topical materials and learning environments is necessary to determine whether or not concept maps and generation effects will encourage deeper comprehension in learners

A Study of the use of computational concept mapping situated in an authentic learning context (CCMAL) in enhancing English as a Foreign Language (EFL) students’ metacognition in reading comprehension classes

This thesis described a convergent mixed method research which aims to investigate the influence of computational concept mapping situated in an authentic learning context (CCMAL) on students’ metacognition in English as a foreign language (EFL) reading comprehension classes. A hundred first year English non-majored students were invited for this study. The students participated a two-hour session on a weekly basis during a seven-week reading course. While the fifty students of the experimental group (EG) were exposed to CCMAL, the fifty students of the control group (CG) were exposed to a traditional teaching environment during the reading course. Data was collected through the pre and post-test on reading comprehension, pre and post-survey on metacognition, students’ computational concept maps collected in week 1, week 4 and week 7 of the reading course, weekly learning journals and classroom observation, and individual interviews after the reading course. The study found that the students of the EG outperformed those of the CG in the post-test on reading comprehension. In terms of reading comprehension skills, data showed that CCMAL had positive influence on the students’ use of literal skills, interpretive and inferential skills. The study also found that CCMAL had a positive influence on the students’ metacognition. Specifically, CCMAL was found to have the greatest influence on students’ scores on monitoring followed by evaluation. However, there were no significant differences on the students’ scores on planning. The utilisation of CCMAL positively influence students’ use of metacognitive strategies, such as planning, monitoring and evaluation. Furthermore, the study discovered that the students’ CCMAL learning experience was influenced by factors as the relevance between the reading text topics and the students’ experiences, the students’ individual differences, and the affordances of Cmap which was the concept mapping software in this study. In conclusion, this study found that the use of CCMAL had positive influence on students’ metacognition and reading comprehension. It is recommended that CCMAL be widely used in reading comprehension classes to enhance students’ reading achievements. Moreover, it recommended further research into concept mapping related topics for improving the quality of English education in Vietnamese context

THE EFFECT OF CONCEPT ORIENTED READING INSTRUCTION (CORI) ON STUDENTS' READING COMPREHENSION AT EIGHTH GRADE OF SMPN 11 BIMA CITY

Abstract Reading is an important point for students to reach potential information, In the process of teaching and learning reading is identical essential. Then, this determines of this research is to determines the extent to which students' reading comprehension skills in reading texts are after being showed by concept-oriented Reading Instruction (CORI).In this study, the study’s objective was to treasure out the significant Effect of concept-oriented Reading Instruction (CORI) on Students’ Reading Comprehension in Narrative Text at the Eighth Grade of Junior High School Negeri 11 Bima city in 2020/2021 Academic Year. Researchers found that the reading comprehension of students at SMPN 11 Bima city is stagnant weak or lacking. There needs to be motivation from the teacher, earlier, researchers are interested in using Cori because it has something to do with motivation in understanding the meaning or reading ability in learning English.The population in this learning were all class VII Junior high school 11 Bima city, the total population was 150 students, the researchers only took two classes, namely class VII-4 as a Quasi- experiment class totaling 20 students, and class VII-7 as a control class group of 20 people, The sample size is 40 students. To study the data, the researcher used the t-test sample formula and statistical calculations.After studying the data, the researcher finished that there was a significant effect on using the Cori strategy in class VIII students of SMPN 11 Bima City, so it can be finished that there is a difference in the average student learning outcomes between learning Cori using and lecture techniques. Constructed on these results, it can be finished that the Zero Hypothesis (Ho) is rejected and, the Alternative Hypothesis (Ha) is accepted. Key Words: CORI Strategy, Reading Comprehension

Estrategias de comprensión

Tesis en españolIn the last years, numerous texts about reading comprehension and teaching strategies have been carried out in favour of comprehension itself. In this work, we have chosen one comprehension reading strategy such as "self-questioning" so that, this method plays an essential role in the reading comprehension process in order to get the meaning of a message in a text as well as it plays an important role in a learning process. Moreover, it is a meta-cognitive method and one of the objectives of this work is to study how the meta-cognitive knowledge is taught. Among the educational conditions we have selected that of a cooperative work as a useful factor of learning meta-cognitive method and strategy. The objective of the investigation is to see if the cooperative work makes easy a text-reading comprehension process using this learning method. The hypothesis that we expound is the following: (1) Does the cooperative work in the well-reasoned teaching process, using "a self-questioning" method during the reading comprehension process of one text help the reading comprehension and make easy the given information of the subject? (2) Cooperative work will be in favour of learning techniques and strategies. (3) Meta-cognitive knowledge is transmitted better. In the first part of this work, in the Chapter One, we had a look through a reading comprehension process and this reading comprehension process is described briefly. Next, we check the meta-cognition concept and its relation with learning techniques and strategies. In the Second Chapter, we study the educational didactic learning effects, revising studies and didactic experiences that had been done with the cooperative work. The Third Chapter deals with the empiric investigation that is to fulfil two experimental studies. Finally, we present our conclusions based on the results of the empiric studies

The Effectiveness Of Concept Maps On Science Learning In Middle School: A Review Of Literature

Concept mapping is both teaching and learning strategy that involves the use of graphics and text to enhance science vocabulary development and reading comprehension. It is a type of graphic organizer that structures information in hierarchical order, connected by links. This study is a systematic review of the literature on the effectiveness of concept maps on science learning among middle school students. Little research has focused on concept mapping at the middle school level with no systematic review of concept maps in the middle school setting for students with and without learning disabilities (LD). A systematic search located 1080 studies about concept maps published in English and in peer-reviewed journals between 1990 and 2018. Eight studies published between 2000 and 2017 met the inclusion criteria in this review. These studies provided some evidence that concept maps can be an effective tool to improve the performance of middle school students in general education science classrooms. Seven studies included low-achieving students without providing information whether students with LD were included. However, only one single-subject design study focused on students with LD and none with evidence-based practices. More empirical studies on the effectiveness of concept maps are needed to advance our knowledge about research-based practices for middle school students with and without LD

The implementation of graphic organizers to teach reading comprehension skills to second graders of the sur oriental Boston Branch School

El propósito del siguiente proyecto fue seguir una secuencia didáctica y aplicar mapas mentales tal como un organizador gráfico como herramienta de entendimiento y al mismo tiempo mejorar las habilidades de lectura en el L2 con el fin de guiar los aprendices a localizar y clasificar información usando un mapa mental como un organizador gráfico para mejorar las habilidades de lectura