UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Siti Norbaya Mohd Radzuan
Title :The use of semantic mapping to develop vocabulary learning among year four pupils in a primary school in the rural area of Pahang
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This study aimed at investigating the use of semantic mapping in vocabulary learning among a group of Year Four pupils in a primary school located in the rural area of Pahang. Despite the importance of vocabulary in ESL learning, quite a number of Malaysian pupils are still having a limited vocabulary, shown through the palpable view of their poor English performance. Using the quasi-experimental mixed-method design, data were gained by conducting pre- and post-tests, distributing a questionnaire to the pupils in the experimental group, and conducting an interview with three pupils selected using the purposive sampling method in order to further understand how the participants view the use of semantic mapping for vocabulary learning. Interestingly, despite an improvement made by both control and experimental groups in the post-test, the total improvement scores for the latter exceeded the former. The survey conducted showed that a majority of pupils in the experimental group had a high level of agreement in the use of semantic mapping for vocabulary learning. The data from the interview also supported these findings as the participants affirmed that using semantic mapping made their vocabulary learning easy. They found that the strategy helped them to learn and memorise words better. In conclusion, the use of semantic mapping can significantly develop pupils’ vocabulary learning and helps pupils to memorise words better. The implication of this study has provided an understanding of how semantic mapping can be used to develop vocabulary learning among pupils. It has helped them to understand and make use of their vocabulary knowledge, resulting in more effective vocabulary learning.

References

Ahmad, J. (2012). Intentional vs. incidental vocabulary learning. ELT Research Journal, 1(1), 71-79–79. 

Ahmadi, S. R. M. (2017). The impact of incidental and intentional L2 vocabulary learning on depths and breadth dimensions of vocabulary knowledge. World Journal of English Language, 7(1), 50–60. https://doi.org/10.5430/wjel.v7n1p50 

Ahour, T., & Rafiei, S. (2015). The effect of semantic mapping strategy instruction on Iranian intermediate EFL learners’ listening comprehension. Theory and Practice in Language Studies, 5(8), 1754. https://doi.org/10.17507/tpls.0508.29 

Al-Otaibi, G. (2016). The effect of semantic mapping on students’ vocabulary. Arab World English Journal, 7(1), 279–294. https://doi.org/10.24093/awej/vol7no1.16 

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002 

Asmah Omar. (1992). The Linguistic Scenery in Malaysia. Dewan Bahasa dan Pustaka. 

Badr, H. M., & Abu-Ayyash, E. A. S. (2019). Semantic mapping or rote memorisation: Which strategy is more effective for students’ acquisition and memorization of L2 vocabulary? Journal of Education and Learning, 8(3), 158. https://doi.org/10.5539/jel.v8n3p158 

Baker, T. L. (1994). Doing Social Research (2nd ed.). McGraw-Hill Inc. 

Barcroft, J. (2016). Vocabulary in language teaching. Routlege. https://doi.org/10.2307/3588334 

Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Pearson Education. 

Bilová, Š. (2018). Collaborative and individual vocabulary building using ICT. Studies in Logic, Grammar and Rhetoric, 53(1), 31–48. https://doi.org/10.2478/slgr-2018-0002 

Boddy, C. R. (2016). Sample size for qualitative interviews. Qualitative Market Research: An International Journal, 19(4), 426–432.  

Burnard, P. (1991). A method of analysing interview transcripts in qualitative research. Nurse Education Today, 11(6), 461-466. https://doi.org/10.1016/0260-6917(91)90009-y 

Burns, R. B. (2000). Introduction to research methods. SAGE Publications. 

Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. 

Carrell, P. L. (1984). Schema theory and ESL reading: Classroom implications and applications. The Modern Language Journal, 68(4), 332. https://doi.org/10.2307/328181 

Chong, J. W. T., & Kee, L. L. (2019). Using vocabulary journals to improve vocabulary learning among primary school pupils in Malaysia. Journal of English Education, 4(2), 108–120. https://doi.org/10.31327/jee.v4i2.1111 

Coady, J. & Huckin, T. (Eds.). (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge University Press. 

Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative,                         quantitative & mixed methods approaches (5th ed.). SAGE Publications. 

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE. 

Cronbach, L. J. (1942). An analysis of techniques for diagnostic vocabulary testing. Journal of Educational Research, 36(3), 206–217. https://doi.org/10.1080/00220671.1942.10881160 

Cunningham, P. M. (2009). What really matters in vocabulary: research-based practices across the curriculum. Pearson Education. 

de Vos, J. F., Schriefers, H., ten Bosch, L., & Lemhöfer, K. (2019). Interactive L2 vocabulary acquisition in a lab-based immersion setting. Language, Cognition and Neuroscience, 34(7), 916–935. https://doi.org/10.1080/23273798.2019.1599127 

Decarrico, J. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 285-299). Heinle & Heinle. 

Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications. https://doi.org/10.1007/s11229-017-1319-x 

Dilek, Y., & Yürük, N. (2013). Using semantic mapping technique in vocabulary teaching at pre-intermediate level. Procedia - Social and Behavioral Sciences, 70, 1531–1544. https://doi.org/10.1016/j.sbspro.2013.01.221 

Dye, G. A. (2000). Graphic organisers to the rescue! Helping students link and remember information. Teaching Exceptional Children, 32(3), 72–76. https://doi.org/https://doi.org/10.1177%2F004005990003200311 

Ellis, R. (1995). The study of second language acquisition. Oxford University Press. 

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2016). How to design and evaluate research      in education. McGraw Hill Education. 

Ghanbaran, S., & Ketabi, S. (2014). Multimedia games and vocabulary learning. Theory and Practice in Language Studies, 4(3), 489–496. https://doi.org/10.4304/tpls.4.3.489-496 

Greene, S., & Hogan, D. (2005). Researching Children’s Experience: Approaches and methods (edited by). SAGE Publications. 

Guo, Y. (2010). L2 Vocabulary acquisition through reading — Incidental learning and intentional learning. Chinese Journal of Applied Linguistis, 33(1), 74–94. 

Halipah Harun & Muhammad Kamarul Kabilan (2020). Errors in writing made by Malaysian rural primary school pupils. Studies in English Language and Education, 7(2), 438–456. https://doi.org/10.24815/siele.v7i2.17009 

Harmon, J. M., Wood, K. D., & Kiser, K. (2009). Promoting vocabulary learning with the interactive word wall. Middle School Journal, 40(3), 58–63. https://doi.org/10.1080/00940771.2009.11495588 

Hiew, W. (2012). English language teaching and learning issues in Malaysia: Learners’ perceptions via Facebook dialogue journal. Journal of Arts, Science & Commerce, 3(1), 11–19. 

Iliyasu Hussaini, Lee, M. F., Suleiman, D., & Abubakar, A. A. (2016). Improving Nigerian and Malaysian primary school students vocabulary skills using flash cards. International Journal of Research and Review, 3(7), 20–25. 

Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260 

Jamil Ahmad. (2002). Pemupukan budaya penyelidikan di kalangan guru di sekolah: Satu penilaian. (Unpublished doctoral thesis). Universiti Kebangsaan Malaysia.  

Jenkins, J. R., & Dixon, R. (1983). Vocabulary learning. Contemporary Educational Psychology, 8(3), 237–260. https://doi.org/10.1016/0361-476X(83)90016-4 

Johnson, D. D., Pittelman, S. D., & Heimlich, J. E. (1986). Semantic mapping. The Reading Teacher, 39(8), 778–783. https://doi.org/10.1177/105345128902400407 

Karami, A., & Bowles, F. A. (2019). Which strategy promotes retention? Intentional vocabulary learning, incidental vocabulary learning, or a mixture of both? Australian Journal of Teacher Education, 44(9), 25–43. https://doi.org/10.14221/ajte.2019v44.n9.2 

Kaur, N. (2013). The need for autonomous vocabulary learners in the Malaysian ESL classroom. GEMA Online Journal of Language Studies, 13(3), 7–16. 

Khoii, R., & Sharififar, S. (2013). Memorization versus semantic mapping in L2 vocabulary acquisition. ELT Journal, 67(2), 199–209. https://doi.org/10.1093/elt/ccs101 

Kimmel, A. J. (2007). Ethical issues in behavioral research: Basic and applied perspectives (2nd ed.). In Choice Reviews Online (Vol. 34, Issue 01). Blackwell Publishing. https://doi.org/10.5860/choice.34-0609 

Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Age International. 

Kvale, S. (2007). Doing interviews. In Practical Research Methods in Education. SAGE Publications. https://doi.org/10.4324/9781351188395-2 

Laufer, B., & Hulstijn, J. (2001).  Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22(1), 1-26. https://doi.org/10.1093/applin/22.1.1 

Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. https://doi.org/10.1093/applin/16.3.307 

Lee, B. C., Ambigapathy Pandian, Souba Rethinasamy, & Tan, D. (2019). Effects of PWIM in the ESL classroom: Vocabulary knowledge development among primary Malaysian learners. 3L: Language, Linguistics, Literature, 25(4), 179–197. https://doi.org/10.17576/3L-2019-2504-11 

Lin, C. (2016). Effect of Schema Based Instructions on Senior High School Students’ Vocabulary Learning Strategies. International Journal for Innovation Education and Research, 4(5), 125–129. https://doi.org/10.31686/ijier.vol4.iss5.544 

Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–386. 

Mah, B. Y. (2011). Semantic mapping: a visual and structured pre-writing strategy in the process of essay writing. ESTEEM Academic Journal, 7(2), 81–92. 

Margosein, C. M., Pascarella, E. T., & Pflaum, S. W. (1982). The effects of instruction using semantic mapping on vocabulary and comprehension. The Journal of Early Adolescence, 2(2), 185–194. https://doi.org/10.1177/027243168200200210 

Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). SAGE Publications. 

McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of Educational Research, 75(4), 531–566. https://doi.org/10.3102/00346543075004531 

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications. 

Mills, A. J., Eurepos, G., & Wiebe, E. (Eds.). (2010). Encyclopedia of case study research (Vol. 1 & 2). SAGE Publications. 

Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters. https://doi.org/10.21832/9781847692092 

Mohd Haniff Mohd Tahir, Intan Safinas Mohd Ariff Albakri, Airil Haimi Mohd Adnan, & Rafidah Abdul Karim. (2020). The effects of explicit vocabulary instructions on secondary ESL students’ vocabulary learning. 3L: Language, Linguistics, Literature, 26(2), 158–172. https://doi.org/10.17576/3L-2020-2602-12 

Moody, S., Hu, X., Kuo, L., Jouhar, M., Xu, Z., & Lee, S. (2018). Vocabulary instruction: A critical analysis of theories, research, and practice. Education Sciences, 8(4). https://doi.org/10.3390/educsci8040180 

Moore, M. (2011). Vygotsky’s cognitive development theory. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of Child Behavior and Development. Springer. https://doi.org/10.1007/978-0-387-79061-9 

Morin, R., & Goebel, J. (2001). Basic vocabulary instruction: Teaching strategies or teaching words? Foreign Language Annals, 34(1), 8–17. https://doi.org/10.1111/j.1944-9720.2001.tb02797.x 

Morse, J. M. 1991. Approaches to qualitative-quantitative methodological triangulation. Nursing Research 40:120–23. 

Nation, I.S.P. (1990). Teaching and learning vocabulary. Newbury House. 

Nation, I. S. P. (2013). Evaluating the relationship between vocabulary knowledge and listening comprehension in English as a foreign language. 

Ngaiza, A. G., & Sivashanmugam, M. (2020). An Exploration of Strategies for Teaching and Learning English Language Vocabulary in Secondary Schools in Tanzania : A Classroom Observation. 20(August), 269–282. 

Nor Ashikin Ab Manan, Noraziah Azizan, & Nur Fatima Wahida Mohd Nasir (2017). Receptive and productive vocabulary level of diploma students from a public university in Malaysia. Journal of Applied Environmental and Bilogical Sciences, 7(1S), 53–59. 

Nur Fitriani, Nadirah Usman, Andi Asrifan, Tadjuddin Posi, & Sam Hermansyah. (2022). The implementation of semantic mapping to improve students vocabulary mastery. English Language Journal, 8(2), 150-155. https://doi.org/10.55678/loj.v8i2.686 

Pavani Meganathan, Yap, N. T., Shamala Paramasivam, & Ilyana Jalaluddin. (2019). Incidental and Intentional Learning of Vocabulary among Young ESL Learners. 3L The Southeast Asian Journal of English Language Studies, 25(4), 51–67. https://doi.org/10.17576/3l-2019-2504-04 

Perkins, K., & Angelis, P. J. (1985). Schematic concept formation: Concurrent validity for attained English as a second language reading comprehension? Language Learning, 35(2), 269–285. https://doi.org/10.1111/j.1467-1770.1985.tb01028.x 

Ramiaida Darmi, Noor Saazai Mat Saad, Norhana Abdullah, Fariza Puteh-Behak, Zarina Ashikin Zakaria, & Juliana Niza Ismail Adnan. (2017). Teachers’ views on students’ performance in English language proficiency courses via CEFR descriptors. International E-Journal of Advances in Education, 3(8), 363–370. https://doi.org/10.18768/ijaedu.336688 

Rubin, H. J. & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). SAGE Publications. 

Rupley, W. H., Logan, J. W., & Nichols, W. D. (1998). Vocabulary balanced instruction reading program. The Reading Teacher, 52(4), 336–346. 

Saldana, J. (2013). The coding manual for qualitative researchers (2nd ed.). SAGE. 

Salman Sabbah, S. (2020). The effect of semantic mapping and question generation teaching strategies on English as a second language tertiary students’ reading achievement. Arab World English Journal, 11(1), 138–153. https://doi.org/10.24093/awej/vol11no1.12 

Sasabone, L., Yassi, A. H., & Imran, N. (2018). Applying semantic mapping to improve students’ reading comprehension, 1(1), 10–16. 

Schewel, R. (1989). Semantic mapping: A study skills strategy. Academic Therapy, 24(4), 439–447. https://doi.org/10.1177/105345128902400407 

Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press. 

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. 

Sok, S., & Han, Z. H. (2020). A study of L2 vocabulary acquisition under incidental and intentional conditions. Vigo International Journal of Applied Linguistics, 17, 113–140. https://doi.org/10.35869/VIAL.V0I17.1467 

Takac, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Multilingual Matters. 

Tan, D., Ambigapathy Pandian, & Paramaswari Jaganathan. (2018). READ+ vs. READ : Investigating extensive reading and vocabulary knowledge development among Malaysian remedial ESL learners. The Journal of AsiaTEFL, 15(2), 349–364. https://doi.org/10.18823/asiatefl.2018.15.2.6.349 

Tayie, S. (2005). Research methods and writing research proposals. In Pathways to Higher Education Project (Issue 2). CAPSCU. 

Thaledon, S. (2020). The use of semantic mapping to improve vocabulary comprehension. HRD Journal, 11(1), 8–21. 

The Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013 - 2025. Ministry of Education. https://doi.org/10.1016/j.tate.2010.08.007 

The Ministry of Education Malaysia. (2018). Primary school standard curriculum: English language curriculum framework (primary). Ministry of Education. 

The Ministry of Education Malaysia. (2019). Primary School Assessment Report 2019. Ministry of Education. 

Thirusanku, J. & Melor Md Yunus. (2014). Status of English in Malaysia. Asian Social Science, 10(14), 254–260. https://doi.org/10.5539/ass.v10n14p254 

Umaiyal Krishnan, & Low, H. M. (2019). Graphic organizer instruction in teaching reading comprehension to low-proficient English as a second language (ESL) students. Journal of Creative Practices in Language Learning and Teaching, 7(3). 

Usman Kasim, & Sri Wahyuni. (2016). Implementation of the semantic mapping strategy for teaching reading comprehension. English Education Journal, 7(1), 46–60. 

Vygotsky, L. S. (1978). Interaction between learning and development. In Mind in Society (pp. 79–91). Harvard University Press. https://doi.org/10.1016/S0006-3495(96)79572-3 

Wang, F., & Hamidah Yamat. (2019). Identifying English vocabulary levels of Malaysia year 5 primary school students. International Journal of Academic Research in Business and Social Sciences, 9(12), 61–75. https://doi.org/10.6007/IJARBSS/v9-i12/6669 

Widyaningrum, A. (2020). Learners’ pre-writing activity using graphic organizer. Proceeding SENDI_U 6, 746-750. Retrieved from https://www.unisbank.ac.id/ojs/index.php/sendi_u/article/view/8059 

Yin, R. K. (2016). Qualitative research from start to finish (2nd ed.). the Guilford Press. 

Zahedi, Y., & Abdi, M. (2012). The Effect of Semantic Mapping Strategy on EFL Learners’ Vocabulary Learning. Procedia - Social and Behavioral Sciences, 69, 2273–2280. https://doi.org/10.1016/j.sbspro.2012.12.198 

Zhu, X., & Zhu, Z. (2020). Research on English vocabulary teaching in senior high schools based on the production-oriented approach. Academic Journal of Humanities & Social Sciences, 3(7), 168-176. https://doi.org/10.25236/AJHSS.2020.030719. 

Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In Coady, J. & Huckin, T. (Eds.). Second language vocabulary acquisition: A rationale for pedagogy (pp.5–19). Cambridge University Press. 

Zubenko, T., & Shwedel, A. (2019). Integrating mobile listening and physical activity to facilitate intentional and incidental vocabulary acquisition. Advanced Education, 6(11), 84–92. https://doi.org/10.20535/2410-8286.165717 

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.