Using Semantic Mapping Activity to Promote English Reading, Writing Abilities and Vocabulary Knowledge Among Grade 7 Students
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Abstract
The purposes of this research were 1) to compare the students’ English reading ability before and after learning through semantic mapping activity, 2) to study the students’ English writing ability after learning through semantic mapping activity, and 3) to compare the students’ vocabulary knowledge before and after learning through semantic mapping activity. The target group was 16 grade 7 students, who enrolled in Fundamental English Course (E 21102) during the second semester of the academic year 2016, at Watmaekadnoi School. The experimental instrument was 5 lesson plans which were emphasized on semantic mapping activity. The data collecting instruments were an English reading ability test, a writing ability evaluation form, and a vocabulary knowledge test. The data obtained were analyzed for mean, standard deviation, and percentage. The findings of this research were as follows 1) the students’ English reading ability increased from the failed level to the good level after learning through semantic mapping activity. 2) the students’ English writing ability passed the pre-set criteria at the fair level after learning through semantic mapping activity. 3) the students’ English vocabulary knowledge increased from the failed level to the good level after learning through semantic mapping activity.
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