Improving essay writing using the Semantic Mapping technique

Eli Nofriati


This research inquires whether the semantic mapping technique be used to improve the students’ ability in learning essay writing. It was designed in classroom action research which was conducted in two cycles by following the procedure of action research consisting of four steps; planning, implementing, observing and reflecting. Each cycle was carried out in three meeting. The subject of the research was the 4th semester students in unit A of the English Department, Almuslim University. The instruments used were test, observation checklist and questionnaire. The obtained data were presented and analyzed qualitatively and quantitatively. The results showed that the implementation of semantic mapping technique could improve the students’ ability in learning essay writing. This is proven by the first result found from the test given to the students. The students’ average score of the test in cycle 1 was 60 and it increased to 75 in cycle 2. The second result was obtained from the observation of the researcher’s performance and students’ activities. The percentage of the researcher’s performance in the first cycle was 75% in the level good. While, in the second cycle it increased to 88% in level very good. Next, the percentages of the students’ activities was 57% or enough in the first cycle and it increased to 79% in the level good in the second cycle. The other finding from the questionnaire was the strongly positive response (4.62) from the students to the use of the semantic mapping technique for learning essay writing.


Semantic Mapping Technique; Essay Writing; Classroom Action Research

Full Text:



Chandler, D. (1995). The Act of Writing: A Media Theory Approach. Cardiff: Prifysgol Cymru.

Hague, S.A. (1987). Vocabulary instruction: What L2 can learn from L1. Foreign Language Annuals, 20(3), 217-225.

Harmer, J. (2007). The Practice English Language Teaching. New York: Logman.

Hurford, R. J., & Heasley, B. (1983). Semantics: A Course Book. Cambridge: Cambridge University Press.

Johnson, D., & Pearson, P. D. (1978). Teaching Reading Vocabulary. New York: Holt Rinehart and Winston.

Lie, L. (2002). Cara Menulis Kreatif. Jogyakarta: Bumi Aksara.

Masters, L. T., Mori, B. A., & Mori, A. A. (1999). Teaching Secondary Students with Mild Learning and Behavior Problems: Methods, Materials, Strategies, 3rd ed. Austin, TX: Pro-ed.

Nyoni, E. (2012). Semantically enhanced composition writing with learners of English as a Second Language (ESL). International Journal of Humanities and Social Science, 2(18), 264-274.

Oshima, A., & Hogue, A. (2006). Writing Academic English, 4th ed. London: Pearson Longman.

Wolfe, N. A. (2007). Tennessee Gateway: High School Exit Exam in English Language Arts. New York: Barron's Educational Series.


  • There are currently no refbacks.

E-ISSN: 2085-3750 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.