This study aimed to explore if the use of concept map approach could enhance the ability of the comprehensive section of junior secondary school students. There are 26 F.1 students participate in the study. This study is an action research and there are pre-test and pro test-reading section for data analysis. During the study, students will have an experimental teaching between pre-test and post-test.
The results show: concept map teaching method can improve the ability of the comprehensive section of junior secondary school students. Overall student achievement in reading (especially about summarizing the main idea) has improved significantly after the test. This study also found that the significant of the result is particularly high for middle and low ability students than that of high ability students.
Based on the above findings, researchers suggest the following ways for further studies. It is suggested that teachers canuse drama pedagogy and other writing pedagogy to activate our students’ problem-solving skills so that they can utilize the concept map more fluently. Meanwhile, teachers should be aware of the passage type which storyline can be summarized in problem-solving map. Eventually, teachers could also use peer evaluation to encourage students to reflect the story meaning interactively.published_or_final_versionEducationBachelorBachelor of Education in Language Educatio
