The effect of semantic mapping technique on technical vocabulary mastery for Midwifery students

Erikson Saragih

Abstract


This study was conducted to test whether Semantic Mapping Technique affects midwifery students’ technical vocabularies at the University of Prima Indonesia. Semantic Mapping is a technique of visual for the expansion of vocabularies and knowledge extension by displaying in words of categories related to each other. The total of 40 midwifery students in the academic year of 2018/2019 was taken as the research samples by applying two groups for pre-test and post-test experimental research design. The experimental group was taught by Semantic Mapping Technique while the control group was taught by conventional teaching technique of vocabulary. The research data were then analyzed using T-test. In this research, a multiple-choice test was used as the research instrument for collecting data. Both the experimental and control groups were asked to answer 50 test items in Pre-test and Post-test. The research data were then analyzed statistically by using T-test formula with the assistance of the SPSS program. The study revealed that the value of T-observed (4.41) was higher than the value of T-table (2.02) at the level of significance 0.05 with the degree of freedom (df) 40. It means that the alternative hypothesis stating that Semantic Mapping technique has a significant effect on midwifery students’ technical vocabularies is significantly accepted. By so doing, this technique can be considered to be used to increase students’ vocabularies.


Keywords


semantic mapping technique; technical vocabularies; midwifery students

Full Text:

PDF

References


Allen, J. (2006). Words, words, words: Teaching vocabulary in grades 4-12. Portland: Stenhouse Publishers.

Antonacci, P. A. (1991). Students search for meaning in the text through semantic mapping. Social Education, 55, 174-194.

Arbain, A. (2016). Critical discourse analysis of Eminem’s “Love the Way You Lie” Part II. Script Journal, 1(1), 1-10.

Biggs, J. (1999). Are Chinese learners better than Western learners? . Journal of Experimental Psychology: Human Learning and Memory, 46, 220-265.

Dilek, Y., & Yürük, N. (2013). Using semantic mapping technique in vocabulary teaching at pre-intermediate level. . Procedia - Social and Behavioral Sciences, 70, 1531–1544.

Nursalam. (2009). English in nursing–midwifery sciences and technology for Indonesian’s nurse-midwife students. Surabaya: Airlangga University Press.

Sadeghi, K., & Taghavi, E. (2013). The relationship between semantic mapping instruction, reading comprehension and recall of Iranian undergraduates reading English texts. MEXTESOL Journal, 38(1), 1-13.

Saragih, E. (2014). Designing ESP materials for nursing students based on needs analysis. International Journal of Linguistics, 6(4), 59-70.

Susanto, J., & Latief, M. A. (2016). Developing English teaching material for midwifery students. The Journal of Teaching English for Specific and Academic Purpose, 4(3), 527-537.

Yaghoubi, S. T., & Seyyedi, F. (2017). The effect of explicit and implicit teaching vocabulary on Iranian EFL learners’ vocabulary. Studies in English Language and Education, 4(1), 15-25.




DOI: https://doi.org/10.24815/siele.v6i2.14786

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

Creative Commons License

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