UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Thiruchelvy Thiruvaluver
Title :The effectiveness of using semantic mapping for vocabulary development to improve reading comprehension ability among year five pupils
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Notes :PAKK
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
This study aimed to investigate the effectiveness of using semantic mapping to develop pupils’ vocabulary development to improve their reading comprehension ability. The instruments used in this study was adapted from Word Association Test (WAT), Vocabulary Size Test (VST) and a reading comprehension test prepared by the Selangor Education Department. A total of 30 Year five pupils from a primary school in a district of Klang participated in this study. This quasi-experimental research design involved one experiment group. Pupils were given a pre-test and post-test on reading comprehension, VST and WAT. It was analysed using paired sample t-test and Pearson’s correlation coefficient. The t-test result on WAT was statistically significant with a p-value of .00 (p

References

Abdel, R. (2013). The effect of teaching vocabulary through semantic mapping on EFL

learners’ awareness of vocabulary knowledge. International Interdisciplinary

Journal of Education, 2(7), 722-731.

 

Abdollahzadeh, E. & Amiri, N. (2009). The effect of semantic mapping as a vocabulary

instruction technique on EFL learners with different perceptual learning styles.

The Journal of Applied Linguistics, 2(1), 1-27.

 

Abend, G. (2008). The meaning of ‘theory’. Sage publications, 26(2), 173-199.

doi: https://doi.org/10.1111/j.1467-9558.2008.00324.x

 

Adom, D., Hussein, E. K. & Agyem, J. A. (2018). Theoretical and conceptual

framework: mandatory ingredients of a quality research. International Journal

of Scientific Research, 7(1), 438-441.

 

Aguirre, F., Amin, C., Avila, C., Berrios, B., Sanchez, V., Martin, C. S. & Ureta, M. P.

(2009). Depth of lexical knowledge in learners of English as a foreign language

and in native speakers of English (Unpublished master's thesis). University of

Chile. Retrieved October 13, 2017, from http://www.academia.edu/9014146/

 

Ahmad, A. M., Rafizah, M. R., Mohamad, F. Y., Azaharee, A., Mahani, M., Mohd, I.

O. & Abdul, R. M. (2010). Vocabulary knowledge of adult ESL learners. English

Language Teaching, 3(1), 71-80.

 

Akbarian, I. (2010). The relationship between vocabulary size and depth for ESP/EAP

learners. System, 38(3), 391-401. doi: 10.1016/j.system.2010.06.013

 

Akil, A. & Rosida, A. (2018). The application of semantic feature analysis as a strategy

to enrich students’ vocabulary. Journal of Advanced English Studies, 1(2), 12-

20.

 

Albion, P. & Darmi, R. (2013). English language in the Malaysian education system:

its existence and implications. In Malaysian Postgraduate Conference

(MPC2013).

 

Albrechtsen, D., Haastrup, K. & Henriksen, B. (2004). The relationship between

vocabulary size and reading comprehension in the L2. In Writing and

Vocabulary in Foreign Language Acquisition (Ser. 4, pp. 129-147).

Copenhagen: Museum Tusculanum.

 

Al-Otaibi, G. I. (2016). The effect of semantic mapping on students’ vocabulary. Arab

World English Journal (AWEJ), 7(1), 279-294. doi:10.2139/ssrn.2804012

 

Alvermann, D. & Earle, J. (2003). Comprehension instruction. In A.P. Sweet & C.

Snow (Eds.), Rethinking reading comprehension (pp. 12-30). New York, NY:

Guilford Press.

 

Amnah, A. & Peters, R. F. (2015). Malaysia’s post-PISA2012 direction.

International Journal of Culture and History (E-Journal), 1(1), 15-20.

doi:10.18178/ijch.2015.1.1.003

 

Anglin, J. M., Wakefield, P. C. & Miller, G. A. (1993). Vocabulary development: a

morphological analysis. Chicago: Univ. of Chicago Press. Retrieved February

1, 2018, from http://psycnet.apa.org/record/1994-16896-00

 

Anjomshoa, L. & Zamanian, M. (2014). The effect of vocabulary knowledge on reading

comprehension of Iranian EFL learners in Kerman Azad

University. International Journal on Studies in English Language and

Literature (IJSELL), 2(5), 90-95. Retrieved October 30, 2018, from

https://www.arcjournals.org/pdfs/ijsell/v2-i5/13.pdf.

 

Anthony, H., Pearson, D. & Raphael, T. (1989). Reading comprehension research: A

selected review (Tech. No. 448). Retrieved October 11, 2017, from

https://www.ideals.illinois.edu/bitstream/handle/2142/17570

 

Armbruster, B. B., Lehr, F. & Osborn, J. (2001). Put reading first. Retrieved October

04, 2017, from

https://lincs.ed.gov/publications/html/prfteachers/reading_first1.html

 

Ary, D., Jacobs, L. C. & Sorensen, C. (2010). Introduction to Research in Education

(8th ed.). Wadsworth: Cengage Learning.

 

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

 

Baier, R. J. (2005). Reading Comprehension and Reading strategies (Unpublished

master's thesis). University of Wisconsin-Stout. Retrieved January 4, 2019,

from https://core.ac.uk/download/pdf/5066651.pdf

 

Bardakci, M. (2016). Breadth and depth of vocabulary knowledge and their effects on

L2 vocabulary profiles. English Language Teaching, 9(4), 239-250.

doi:10.5539/elt. v9n4p239

 

Bartlett, F. C. (1932). Remembering: A study in experimental and social

psychology. Cambridge University Press. Retrieved November 12, 2017, from

http://www.bartlett.psychol.cam.ac.uk/TheoryOfRemembering.htm

 

Beck, I. L., McKeown, M. G. & Kucan, L. (2013). Bringing words to life: Robust

vocabulary instruction (2nd ed.). New York: Guilford Press.

 

Beglar, D. (2009). A Rasch-based validation of the Vocabulary Size Test. Language

Testing, 27(1), 101-118. doi:10.1177/0265532209340194

 

Bernhardt, E. B. (2011). Understanding advanced second-language reading (3rd ed.,

Vol. 15). Retrieved April 28, 2018, from http://www.teslej.

org/wordpress/issues/volume15/ej59/ej59r6/

 

Biemiller, A. (2003). Vocabulary: needed if more children are to read well. Reading

Psychology, 24(3-4), 323-335. doi:10.1080/02702710390227297

 

Brown, A., Armbruster, B. & Baker, L. (1986). The role of metacognition in reading

and studying. In J. Orasanu (Author), Reading Comprehension: From Research

to Practice (pp. 49-76). Hillsdale, New Jersey: Lawrence Erlbaum Associates.

 

Burkhour, H. E. (1999). The relationship between vocabulary and reading

comprehension in junior high-aged students with learning disabilities

(Unpublished master's thesis). Grand Valley State University. Retrieved

October 15, 2017, from

https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1488context=thess

 

Butler, S., Urrutia, K., Buenger, A. & Hunt, M. (2010). A review of the current research

on comprehension instruction (United States, U.S. Department of Education,

National Reading Technical Assistance Center, RMC Research Corporation).

Retrieved February 17, 2018, from

https://www2.ed.gov/programs/readingfirst/support/compfinal.pdf

 

Cain, K. & Oakhill, J. (2011). Matthew effects in young readers reading comprehension

and reading experience aid vocabulary development. Journal of Learning

Disabilities, 44(5), 431-443. doi:10.1177/0022219411410042

 

Chang K., Lin, E. S. & Abdul, R. M. (2014). Benchmarking year five students’ reading

abilities. English Language Teaching, 7(5), 50-58. doi:10.5539/elt. v7n5p50

 

Choy, S. C. & Lee, M. Y. (2012). Effects of teaching paraphrasing skills to students

learning summary writing in ESL. Journal of Teaching and Learning, 8(2), 77-

89. doi:10.22329/jtl. v8i2.3145

 

Cekiso, M. (2012). Reading comprehension and strategy awareness of Grade 11

English for second language learners. Reading & Writing, 3(1).

doi:10.4102/rw.v3i1.23

 

Choi, H. (2013). Effects of depth and breadth of vocabulary knowledge on English

reading comprehension among Korean high school students. Language

Research, 49(2), 419-452. Retrieved April 29, 2018, from http://sspace.

snu.ac.kr/bitstream/10371/86524/1/12. 2254035. Pdf

 

Clark, M. (2013). Is there one best method of teaching reading? What is the evidence?

Education Journal, (156), 14-16. Retrieved October 4, 2017, from

http://www.tactyc.org.uk/pdfs/2013-conf-clark.pdf

 

Coady, J. & Huckin, T. (Eds.). (1997). Second language vocabulary acquisition.

Cambridge: Cambridge University Press

 

Coady, J. & Huckin, T. (2003). Vocabulary acquisition through extensive reading.

Second Language Vocabulary Acquisition: A Rationale for Pedagogy 225-

237. UK: Cambridge University Press.

 

Cobb, T. (n.d.). Vocabulary size test. Retrieved January 31, 2018, from

https://www.lextutor.ca/tests/vst

 

Cobb, T. (n.d.). Word associates test. Retrieved January 31, 2018, from

https://www.lextutor.ca/tests/wat

 

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (Sixth

Edition). New York, NY: Routledge.

 

Cotter, J. (2012). Understanding the relationship between reading fluency and reading

comprehension: Fluency strategies as a focus for instruction (Unpublished

masters’ thesis). St. John Fisher College. Retrieved October 04, 2017, from

https://pdfs.semanticscholar.org/b3d0/e4c87b05e7639a32a3728394ab27e3bec

489.pdf

 

Cunningham, A. & Chen, Y. (2014). Rich-get-richer effect (Matthew Effects). In P.

Brooks & V. Kempe (Eds.), Encyclopedia of Language Development.

Retrieved October 9, 2017, from

https://www.researchgate.net/publication/259930990_Rich-getricher_

effect_Matthew_Effects

 

Danga, H. A. (1999). Reading comprehension strategies and comprehension level of

proficient and low proficient ESL readers (Unpublished master's thesis).

Universiti Putra Malaysia. Retrieved April 29, 2018, from

http://psasir.upm.edu.my/9175/1/FPP_1999_68_A.pdf

 

Dara, D. (2019). Investigating English reading comprehension problems of Cambodian

high school students. American International Journal of Social Science, 8(3).

https://doi.org/10.30845/aijss.v8n3p8

 

Day, R. & Bamford, J. (2002). Top ten principles for teaching extensive

reading. Reading in a Foreign Language, 14(2), 136-141. Retrieved February

17, 2018, from http://nflrc.hawaii.edu/rfl/October2002/day/day.html

 

Dickinson, D. K., Nesbitt, K. T., Collins, M. F., Hadley, E. B., Newman, K., Rivera, B.

L. & Hirsh-Pasek, K. (2019). Teaching for breadth and depth of vocabulary

knowledge: Learning from explicit and implicit instruction and the storybook

texts. Early Childhood Research Quarterly, 47, 341–356.

https://doi.org/10.1016/j.ecresq.2018.07.012

 

Dilek, Y. & Yürük, N. (2013). Using semantic mapping technique in vocabulary

teaching at pre-intermediate level. Procedia - Social and Behavioral

Sciences, 70, 1531-1544. doi: 10.1016/j.sbspro.2013.01.221

 

Dudovskiy, J. (2017). Research approach - research-methodology. Retrieved

November 19, 2017, from https://research-methodology.net/researchmethodology/

research-approach/

 

Ehri, L. (2004). Teaching phonemic awareness and phonics. Retrieved October 04,

2017, from https://pdfs.semanticscholar.org/5e87/0fdb2d7b4873e1edf7

480fc487837 af76ff.pdf

 

Elahi, A. & Shangarffm, N. (2017). The comparative effect of using semantic

mapping and mnemonics on EFL learners’ vocabulary achievement.

International Journal of Educational Investigations, 4(2), 8-17. Retrieved

November 13, 2017, from

www.ijeionline.com/attachments/article/60/IJEI.Vol.4.No.2.02.pdf

 

Elamathi, S. (2011). The effects of using semantic map strategy on reading

comprehension for lower secondary learners (Unpublished master's thesis).

Universiti Teknologi Malaysia. Retrieved October 17, 2017, from

http://www.fp.utm.my/ePusatSumber/pdffail/ptkghdfwP/final%2011.pdf

 

Emery, J. H. (2011). Graphic novels in ESL: A case study of a secondary literaturebased

classroom. (A Master's Thesis). Hamline University Saint Paul,

Minnesota.

 

Engku, H. E. I., Isarji, S. & Ainon, J. M. (2016). The relationship between vocabulary

size and reading comprehension of ESL learners. English Language Teaching,

9(2), 116. doi:10.5539/elt. v9n2p116

 

Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Pacific

Grove: Brooks/Cole Pub.

 

Finch, C. M. (1982). An investigation of fifth grade below average and above average

readers' use of mental imagery in reading familiar and unfamiliar

text. Dissertation Abstracts International Section A: Humanities and Social

Sciences, 43(1-A), 72–73.

 

Flannelly, K. J., Flannelly, L. T. & Jankowski, K. R. (2018). Threats to the internal

validity of experimental and quasi-experimental research in healthcare. Journal

of Health Care Chaplaincy, 1-24. doi:10.1080/08854726.2017.1421019

 

Gambrell, L. B. & Bales, R. J. (1986). Mental imagery and the comprehensionmonitoring

performance of fourth- and fifth-grade poor readers. Reading

Research Quarterly, 21(4), 454. https://doi.org/10.2307/747616

 

Gambrell, L. B., Koskinen & Patricia S. (1982). Mental Imagery and the Reading

Comprehension of Below Average Readers Situational Variables and Sex

Differences. [Washington, D.C.]: Distributed by ERIC Clearinghouse,

https://eric.ed.gov/?id=ED217386

 

Ganie, R., D. & Rangkuti, R. (2019). Reading comprehension problems on English

texts faced by high school students in Medan. KnE Social Sciences.

https://doi.org/10.18502/kss.v3i19.4896

 

Gao, C. & Xu, B. (2013). The application of semantic field theory to English vocabulary

learning. Theory and Practice in Language Studies, 3(11), 2030-2035.

doi:10.4304/tpls.3.11.2030-2035

 

Glende, L. (2013). Vocabulary and word study to increase comprehension in content

areas for struggling readers (Unpublished master's thesis). St. John Fisher

College. Retrieved October 15, 2017, from

http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1248&context=education

_ETD_ masters

 

Gyllstad, H. (2012, June). Validating the vocabulary size test: a classical test theory

approach. Paper presented at the 9th EALTA conference. Retrieved from

https://www.researchgate.net/publication/274952881_

Validating_the_Vocabulary_Size_Test_A_Classical_Test_Theory_approach

 

Hadjer, C. (2015). The effects of teaching vocabulary in improving reading

comprehension (Unpublished Action Research). University of Biskra.

Retrieved February 17, 2017, from http://dspace.univbiskra.

dz:8080/jspui/bitstream/123456789/5803/1/Chahli Hadjer.pdf

 

Hague, S. A. (1987). Vocabulary instruction: What L2 can learn from L1? Foreign

Language Annals, 20(3), 217-225. doi:10.1111/j.1944-9720.

 

Hagaman, J. L. & Reid, R. (2008). The effects of the paraphrasing strategy on the

reading comprehension of middle school students at risk for failure in reading.

Remedial and Special Education, 29(4), 222-234. Doi:

10.1177/0741932507311638

 

Hamdan, M. H. & Alharbi, N. A. (2017). The effectiveness of semantic mapping

strategy on vocabulary achievement of EFL Saudi female preparatory-year

students. Journal of Applied Linguistics and Language Research, 4(7), 14-46.

Retrieved November 13, 2017, from

http://www.jallr.com/index.php/JALLR/article/view/667/pdf667

 

Harison, M. S. & Hazrimah, A. R. (2015). The role of vocabulary knowledge in reading

comprehension: A cross-linguistic study. Procedia - Social and Behavioral

Sciences, 197, 50-56. doi:10.1016/j.sbspro.2015.07.046

 

Harris, A. D., Mcgregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D.

& Finkelstein, J. (2006). The use and interpretation of quasi-experimental

studies in medical informatics. Journal of the American Medical Informatics

Association, 13(1), 16-23. doi:10.1197/jamia.m1749

 

Hatami, S. & Tavakoli, M. (2012). The role of depth versus breadth of vocabulary

knowledge in success and ease in L2 lexical inferencing. TESL Canada Journal,

30(1), 1-21. doi:10.18806/tesl. v30i1.1123

 

Hermida, J. (2009). The importance of teaching academic reading skills in first-year

university courses. SSRN Electronic Journal, 3, 20-30.

doi:10.2139/ssrn.1419247

 

Hoover, W. A. (2002, December). The importance of phonemic awareness in learning

to read. SEDL Letter, XIV (3). Retrieved October 4, 2017, from

http://www.sedl.org/pubs/sedl-letter/v14n03/3.html

 

Hu, M. H. & Nation, P. (2000). Unknown Vocabulary Density and Reading

Comprehension. Reading in a Foreign Language, 13(1), 403-430.

 

Huang H. (2006). Breadth and depth of English vocabulary knowledge: Which really

matters in the academic reading performance of Chinese university students?

(Unpublished master's thesis). McGill University. Retrieved April 29, 2018,

from

http://digitool.library.mcgill.ca/webclient/StreamGate?folder_id=0&dvs=1525

014343229~6

 

Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J. & Snowling, M. J. (2012). The

causal role of phoneme awareness and letter-sound knowledge in learning to

read. Psychological Science, 23(6), 572-577.

 

Hussein, H. E. (2016). The effect of semantic mapping strategy instruction on EFL

elementary stage students’ vocabulary acquisition. Journal of Faculty of

Education, Benha University, 27(108), 521-554. Retrieved November 13, 2017,

from https://www.researchgate.net/publication/312577894

 

Hutton, T. L. (2008). Three tiers of vocabulary and education. Retrieved October 16,

2017, from

https://www.superduperinc.com/handouts/pdf/182_VocabularyTiers.pdf

 

Indriarti. (2014). The effectiveness of semantic mapping strategy to improve students’

vocabulary mastery. Journal of English Language Teaching, 3(1), 76-87.

 

Jacobson, E. & Ianiro, S. (2007). Vocabulary: Research and Teaching Strategies.

Research Digest: Evidence Based Reading Instruction, 7, 1-4.

 

Joshi, R. M. (2005). Vocabulary: A critical component of comprehension. Reading &

Writing Quarterly, 21(3), 209-219.

 

Kalindi, S. C. (2005). The impact of the new primary reading programme on the poor

readers (Unpublished master’s thesis). Lusaka: University of Zambia.

Retrieved January 31, 2018, from

http://dspace.unza.zm:8080/xmlui/handle/123456789/376?show=full

 

Kameenui, E. J. & Baumann, J. F. (2012). Vocabulary instruction: Research to

practice. Second Edition (2nd ed.). New York: Guilford Press. Retrieved

October 9, 2017, from https://eric.ed.gov/?id=ED531285.

 

Kessler, B. & Treiman, R. (2001). Relationships between sounds and letters in

English monosyllables. Journal of Memory and Language, 44(4), 592-617.

Retrieved February 17, 2018, from

https://www.sciencedirect.com/science/article/pii/S0749596X00927451.

 

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

 

Khor, C. P., Low, H. M. & Lee, L. W. (2014). Relationship between oral reading

fluency and reading comprehension among ESL students. GEMA Online

Journal of Language Studies,14(03), 19-32.

 

Kissau, S. & Hiller, F. (2013). Reading comprehension strategies: An international

comparison of teacher preferences. Research in Comparative and International

Education, 8(4), 437-454. doi:10.2304/rcie.2013.8.4.437

 

Kosanovich, M., Logan, T., Weinstein, C. & Magill, K. (2007). Student centre

activities: Teacher resource guide. Retrieved October 04, 2017, from

http://www.fcrr.org/curriculum/PDF/G4-5/45TRGPartOne.pdf

 

Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional

evidence for the input hypothesis. The Modern Language Journal, 73(4), 440-

464. doi:10.1111/j.1540-4781. 1989.tb05325.x

 

Laflamme, J. (1997). The effect of the multiple exposure vocabulary method and the

target reading/writing strategy on test scores. Journal of Adolescent & Adult

Literacy, 40(5), 372-381.

 

Lessard-Clouston, M. (2012). Vocabulary learning and teaching: Pedagogy, research,

and resources. In 9th Christians in English Language Teaching (CELT 2012)

Conference. Retrieved October 11, 2017, from

http://www.academia.edu/1711441

 

Li, K. Z. (2015). A study of vocabulary knowledge and reading comprehension on EFL

Chinese learners. Studies in Literature and Language, 10 (1), 33-40. doi:

http://dx.doi.org/10.3968/6263

 

Li, M. & Kirby, J. R. (2015). The effects of vocabulary breadth and depth on English

reading. Applied Linguistics, 36(5), 611-634.

 

Lin, E. S., Abdul, R. M. & Shaik, A. M. M. I. (2016). Systematic tracking of Malaysian

primary school students’ ESL reading comprehension performance to facilitate

instructional processes. International Journal of Instruction, 9(1), 149-162.

doi:10.12973/iji.2016.9112a

 

Ling, G. (2015). Predictability of vocabulary size on learners’ EFL proficiency: Taking

VST, CET4 and CET6 as instruments. Studies in Literature and Language,

10(3), 18-23. Retrieved October 16, 2017, from

http://www.cscanada.net/index.php/sll/article/view/6679/7173

 

Little, D. C. & Box, J. A. (2011). The use of a specific schema theory strategy—

semantic mapping--to facilitate vocabulary development and comprehension

for at-risk readers. Reading Improvement, 48(1), 24-31.

 

Malaysia Education Blueprint (Preschool to Post-Secondary Education) (2013-2025).

Retrieved October 15, 2017, from http://www.moe.gov.my/images/dasarkpm/

articlefile_file_003108.pdf

 

Mando, R. (2008). The effects of teaching basic literacy skills by using computer –

assisted learning (Unpublished master’s thesis). Helski: University of

Jyvaskyla. Retrieved January 31, 2018, from

https://jyx.jyu.fi/dspace/bitstream/handle123456789/18963

 

Mansouri, A. N. (1985). Semantic field theory and the teaching of English vocabulary

with special reference to Iraqi secondary schools (Unpublished doctoral

dissertation). University of Sheffield. Retrieved November 15, 2017, from

http://etheses.whiterose.ac.uk/3516/1/358902.pdf

 

Mccrudden, M., Schraw, G., Hartley, K. & Kenneth, A. K. (2004). The influence of

presentation, organization, and example context on text learning. The Journal

of Experimental Education, 72(4), 289-306. doi:10.3200/jexe.72.4.289-306

 

McLeod, S. (2008). Research variables. Retrieved November 19, 2017, from

https://simplypsychology.org/variables.html

 

Medjahdi, W. B. (2015). Reading comprehension difficulties among EFL learners: The

case of third-year learners at Nehali Mohamed secondary school (Unpublished

master's thesis). University of Tlemcen. Retrieved October 15, 2017, from

http://dspace.univ-tlemcen.dz/bitstream/112/7899/1/babayeba-wahiba.pdf

 

Meena, M. D. (2014). Use of mind-mapping and flashcards in vocabulary development

among year 5 students (Unpublished master's thesis). Universiti Teknologi

Malaysia. Retrieved October 22, 2020, from

http://eprints.utm.my/id/eprint/78184/1/MeenaNMohanDasMFP20141.pdf

 

Mehrpour, S., Razmjoo, S. A. & Kian, P. (2010). The relationship between depth and

breadth of vocabulary knowledge and reading comprehension among Iranian

EFL learners. Journal of English Language Teaching and Learning, 2(222), 97-

127.Retrieved October 14, 2017, from

http://elt.tabrizu.ac.ir/?_action=articleInfo&article=635

 

Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol, UK:

Multiligual Matters.

 

Ministry of Education: Standard-based English Language Curriculum Year 1, 2 & 3

English. (2011). Retrieved January 29, 2018, from https://www.slideshare.net/

imilia/dskp-bahasa-inggeris-sk-tahun-1-3

 

Ministry of Education: Standard-based English Language Curriculum Year 4 English.

(2011). Retrieved October 04, 2017, from https://documentslide.org/dskp-bisk-

year-4

 

Ministry of Education: Standard-based English Language Curriculum Year 5 English.

(2011). Retrieved January 29, 2018, from

https://www.slideshare.net/asniemca/year-5-sk-dskp-bahasa-inggeris

 

Mofareh, A. (2015). The importance of vocabulary in language learning and how to be

taught. International Journal of Teaching and Education, 3(3), 21-34.doi:

10.20472/TE.2015.3.3.002

 

Moghadam, S. H., Zainal, Z. & Ghaderpour, M. (2012). A review on the important role

of vocabulary knowledge in reading comprehension performance. Procedia -

Social and Behavioral Sciences, 66, 555-563. doi:

10.1016/j.sbspro.2012.11.300

 

Muhammad, J., Eng, L. S. & Abdul, R. M. (2015). Developing reading comprehension

modules to facilitate reading comprehension among Malaysian secondary

school ESL students. International Journal of Instruction, 8(2), 139-154.

doi:10.12973/iji.2015.8211a

 

Muhammad, K. K. & Tuti, Z. M. E. Z. (2016). Enhancing students’ vocabulary

knowledge using the Facebook environment. Indonesian Journal of Applied

Linguistics, 5(2), 217. https://doi.org/10.17509/ijal.v5i2.1346

 

Mukoroli, J. (2011). Effective vocabulary teaching strategies for the English for

academic purposes ESL classroom (Unpublished master's thesis). SIT Graduate

Institute. Retrieved October 4, 2017, from https://digitalcollections .sit.edu/cgi/

viewcontent.cgi? article =1503 & context =ipp_collection

 

Mwanamukubi, L. (2013). Reading difficulties in grade six learners and challenges

faced by teachers in teaching reading: A case of Chadiza and Chipata districts,

Zambia (Unpublished master’s thesis). Lusaka: University of Zambia.

Retrieved January 31, 2018, from http://dspace.unza.zm:8080/

xmlui/bitstream/handle/123456789/2715/mwanamukubi.pdf?sequence=1

 

Namaghi, S. A. & Malekpur, A. (2015). Vocabulary learning strategies from the

bottom-up: A grounded theory. The Reading Matrix: An International Online

Journal, 15(2), 235-251. Retrieved October 6, 2017, from

http://www.readingmatrix.com/files/13-0049xy5u.pdf

 

Nation, I. S. P. & Beglar, D. (2007). A vocabulary size test. The Language Teacher,

31(7), 9-13.

 

Nation, I. S. P. (2006). How large a vocabulary is needed for reading and

listening? Canadian Modern Language Review, 63(1), 59-82.

 

Nation, I. S. P. (2001). Vocabulary learning strategies and guessing from

context. Learning Vocabulary in another Language, 217-262.

 

National Institute of Child Health and Human Development (NICHD). (2000). Report

of the national reading panel. Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its implications

for reading instruction. Reports of the subgroups (NIH Publication No. 00-

4754). Washington, DC: U.S. Government Printing Office. Retrieved October

5, 2017, from

https://www.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf

 

Nebbe, D. E. (1999). Vocabulary size and GPA for non-native speakers of

English (Unpublished master’s thesis). Iowa State University. Retrieved

October 4, 2017, from

http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=17147&context=rtd

 

Nemati, A. (2010). Proficiency and size of receptive vocabulary: Comparing EFL and

ESL environments. International Journal of Educational Research and

Technology, 1(1), 46-53.

 

Nezami, A. & Raihan, S. (2012). A critical study of comprehension strategies and

general problems in reading skill faced by Arab EFL learners with special

reference to Najran university in Saudi Arabia. International Journal of Social

Science and Education, 2(3), 306-316.

 

Nilforoushan, S. (2012). The effect of teaching vocabulary through semantic mapping

on EFL learners’ awareness of the affective dimensions of deep vocabulary

knowledge. English Language Teaching, 5(10).

 

Nouri, N. & Zerhouni, B. (2016). The relationship between vocabulary knowledge and

reading comprehension among Moroccan EFL learners. IOSR Journal of

Humanities and Social Science (IOSR-JHSS), 21(10), 19-26.

 

Nurjanah, R. L. (2018). The analysis on students’ difficulties in doing reading

comprehension final test. Metathesis: Journal of English Language, Literature,

and Teaching, 2(2), 253.

 

OECD (2010). PISA 2009 results: Executive summary, PISA, OECD Publishing.

Retrieved October 15, 2017, from

https://www.oecd.org/pisa/pisaproducts/46619703.pdf

 

OECD (2014). PISA 2012 Results: What students know and can do – student

performance in Mathematics, reading and Science (Volume I, Revised edition,

February 2014), PISA, OECD Publishing. Retrieved October 15, 2017, from

https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf

 

Ojanen, E. (2007). Sewero La – mau –u- A phonetic approach to literacy teaching in

Zambia (Unpublished master’s thesis). Helski: University of Jyvaskyla.

Retrieved January 31, 2018, from

https://jyx.jyu.fi/dspace/bitstream/handle/123456789/10983/URN_NBN_fi_jy

u20072.pdf? Sequence=1

 

Oxford University Press. (2018). How many words are there in the English language?

Retrieved January 12, 2019, from

https://en.oxforddictionaries.com/explore/how-many-words-are-there-in-theenglish-

language/

 

Palys, T. (2008). Purposive sampling. In L. M. Given (Ed.) The Sage Encyclopedia of

Qualitative Research Methods. (Vol.2). Sage: Los Angeles, 697-698.

 

Perfetti, C., Landi, N. & Oakhill, J. (2005). The acquisition of reading comprehension

skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: a

handbook (pp. 227-247). Malden, MA: Blackwell Publishing.

 

Peterus, B. S. (2016). Improving reading comprehension of descriptive texts using

semantic mapping among year five students with low proficiency in reading

skills. Journal of Action Research IPGK BL, 42-52. Retrieved April 30, 2018,

from

http://www.ipbl.edu.my/portal/penyelidikan/JurnalActionResearch/2016/Peter

us_Balan_Sing.pdf

 

Pourgharib, B & Rohani, M. (2013). The effect of games on learning vocabulary.

International Research Journal of Applied and Basic Sciences, 4(11), 3540-

3543. Retrieved October 19, 2017, from

http://www.irjabs.com/files_site/paperlist/r_1335_130913183107.pdf

 

Puteri, R. M. A. R., Faridah, Y. & Zuraida, D. (2017). Facilitating reading

comprehension among ESL learners using graphic organizers. Malaysian

Journal of ELT Research (MaJER), 13(1), 30-42. Retrieved April 28, 2018,

from https://journals.melta.org.my/index.php/majer/article/view/48/280.

 

Putra, Y. (2009). The relationship between vocabulary size and writing ability of the

English language laboratory students at Universitas Pelita Harapan

(Unpublished Action Research). Universitas Pelita Harapan. Retrieved October

11, 2017, from http://indotefl.pbworks.com/f/09 YP All CHP.pdf

 

Qian, D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in

reading comprehension. Canadian Modern Language Review, 56(2), 282-308.

doi:10.3138/cmlr.56.2.282

 

Radwan, A. A. & Rikala, B. J. (2011). Semantic processing and vocabulary

development of adult ESL learners. Asian Journal of English Language

Teaching, 21, 1-21.

 

Randall, M. (2007). Memory, psychology and second language learning. Philadelphia,

Pennsylvania: J. Benjamins Pub.

 

Rasinski, T. V. (2004, March). Creating fluent readers. Educational Leadership

(ASCD), 61(6), 46-51.

 

Rasinski, T. V. (2006). A brief history of reading fluency. In S. Samuels & A. Farstrup

(Authors), What Research Has to Say about Fluency Instruction (pp. 4-23).

Newark, Delaware: International Reading Association.

 

Read, J. (1993). The development of a new measure of L2 vocabulary knowledge.

Language Testing, 10(3), 355-371. Doi: 10.1177/026553229301000308

 

Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A.J.

Kunnan (Ed.), Validation in Language Assessment (pp. 41-60). Mahwah, NJ:

Lawrence Erlbaum Associates.

 

Read, J. (2004). Plumbing the depths: How should the construct of vocabulary

knowledge be defined? Language Learning & Language Teaching Vocabulary

in a Second Language, 209-227.

 

Reza & Azizah. (2019). Semantic mapping strategy on students’ vocabulary learning

result. Lingua, 15(2), 27–34.

 

Richardson, N. (2010). Guided reading strategies for reading comprehension

(Unpublished master's thesis). St. John Fisher College. Retrieved January 4,

2019, from https://fisherpub.sjfc.edu/cgi/viewcontent.cgi? article =1019

&context=educationETD _masters

 

Rupley, W. H., Logan, J. W. & Nichols, W. D. (1998). Vocabulary instruction in a

balanced reading program. Reading Teacher, 52(4), 336.

 

Ruskey, N. (2011). Increasing fluency using repeated reading (Unpublished masters

thesis). University of Wisconsin-Stout. Retrieved September 22, 2017, from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.389.7827&rep=rep1

&type=pdf

 

Sadeghi, K. & Taghavi, E. (2008). The effect of semantic mapping on reading

comprehension. Journal of English Language Pedagogy and Practice, 3(1),

204-220. Retrieved October 17, 2017, from http://journals.iau.ir/

article_524166_0.html

 

Safitri, M. (2016). The relationship among metacognitive learning strategy, vocabulary

mastery, and reading comprehension (Unpublished master's thesis). Sanata

Dharma University. Retrieved October 9, 2017, from

https://repository.usd.ac.id/6776/2/146332048_full.pdf

 

Salah, S. M. (2008). The relationship between vocabulary knowledge and reading

comprehension of authentic Arabic texts (Unpublished master's thesis).Brigham

Young University. Retrieved October 28, 2017, from

http://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2826&context=etd

 

Sanford, K. L. (2015). Factors that affect the reading comprehension of secondary

students with disabilities (Unpublished doctoral dissertation). University of San

Francisco. Retrieved October 30, 2018, from

https://repository.usfca.edu/cgi/viewcontent.cgi?referer=https://www.google.c

om/&httpsredir=1&article=1125&context=diss

 

Sanusi, E. (2009). The techniques of teaching vocabulary. Ittihad Jurnal Kopertis

Wilayah XI Kalimantan, 7(11), 1-20.

 

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research

shows. Language Learning, 64(4), 913-951. doi:10.1111/lang.12077

 

Schmitt, N., Ng, J. W. & Garras, J. (2011). The word associates format: Validation

evidence. Language Testing, 28(1), 105-126. Doi: 0.1177/0265532210373605

 

Schmitt, N. (2000). Vocabulary in language teaching. Retrieved March 4, 2018, from

http://assets.cambridge.org/052166/0483/sample/0521660483wsn01.pdf

 

Sen, Y. & Kuleli, M. (2015). The effect of vocabulary size and vocabulary depth on

reading in EFL context. Procedia - Social and Behavioral Sciences, 199, 555-

562. doi: 10.1016/j.sbspro.2015.07.546

 

Shamini Balakrishnan. (2013). Extensive reading and its impact on students’

comprehension, vocabulary and reading attitude (Unpublished master's thesis).

Universiti Teknologi Malaysia. Retrieved April 29, 2018, from

http://www.fp.utm.my/epusatsumber/pdffail/ptkghdfwP2/Shamini

 

Shen, Z. (2013). The effects of vocabulary knowledge and dictionary use on EFL

reading performance. English Language Teaching, 6(6), 77-85.

 

Shehu, I. (2015). Reading comprehension problems encountered by foreign language

students, case study: Albania, Croatia. Academic Journal of Interdisciplinary

Studies, 4(1), 91-96.

 

Shinn, Y. H. (1997). Teaching strategies, their use and effectiveness as perceived by

teachers of agriculture: A national study (Unpublished doctoral dissertation).

Iowa State University. Retrieved October 4, 2017, from

http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=13243&context=rtd

 

Shirazi, Z. R. & Yamini, M. (2011). Investigating the interface between depth of

vocabulary knowledge and EFL learners' strategy use. World Applied Sciences

Journal, 14(5), 666-673. Retrieved October 30, 2018, from

https://pdfs.semanticscholar.org/3a39/206799e8ad69b3038f22ba7aa48722c1e

cc0.pdf.

 

Shuttleworth, M. (2008, August 13). Quasi-experimental design - Experiments without

randomization. Retrieved October 13, 2017, from https://explorable.com/quasiexperimental-

design

 

Siti, M. M., Nik, S. N. A. R. & Melor, M.Y. (2010). Factors influencing classroom

participation: A case study of Malaysian undergraduate students. Procedia -

Social and Behavioral Sciences, 9, 1079–1084.

https://doi.org/10.1016/j.sbspro.2010.12.289

 

Skibbe, L. E., Gerde, H. K., Wright, T. S. & Samples-Steele, C. R. (2015). A content

analysis of phonological awareness and phonics in commonly used head start

curricula. Early Childhood Education Journal, 44(3), 225-233.

doi:10.1007/s10643-015-0703-8

 

Stahl, S. A. & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A modelbased

meta-analysis. Review of Educational Research, 56(1), 72-110.

 

Stahl, S. A. (2003). Vocabulary and readability. Topics in Language Disorders, 23(3),

241–247. https://doi.org/10.1097/00011363-200307000-00009

 

Stahl, S.A. (2005). Four problems with teaching word meanings and what to do to make

vocabulary an integral part of instruction. In E.H. Hiebert and M.L. Kamil

(Eds.), Teaching and learning vocabulary: Bringing research to practice.

Mahwah, NJ: Erlbaum.

 

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual

differences in the acquisition of literacy. Reading Research Quarterly, 21(4),

360-407.

 

Sweeney, S. & Mason, P. (2011). Research-based practices in vocabulary instruction:

An analysis of what works in grades prek-12. Massachusetts Reading

Association, 1-13. Retrieved January 31, 2018, from

https://www.massreading.org/wp-content/uploads/2015/08/vocabulary-papernewletterhead.

pdf.

 

Sweet, A. P. & Snow, C. E. (2003). Rethinking reading comprehension. New York:

Guilford Press.

 

Tan, D. A., Ambigapathy, P. & Paramaswari, J. (2015, November). Reliability

assessment: The vocabulary size test and its use in a Malaysian context. In 6th

International Language Learning Conference · ILLC 2015. Retrieved May 1,

2018, from https://www.researchgate.net/publication/292513533

 

Tan, A. W. L. & Goh, L. H. (2017). Vocabulary size and performance in listening

comprehension. Asia Pacific Journal of Contemporary Education and

Communication Technology, 3(1), 304– 314. Retrieved December 1, 2018, from

https://apiar.org.au/?journal

 

Tateum, S. (2007). A case study of the implementation of semantic mapping as a preteaching

vocabulary activity to 2nd year English major students at Lampang

Rajabhat University (Unpublished master's thesis). Thammasat University.

Retrieved April 30, 2018, from http://litu.tu.ac.th/2012/images /litu/

Research/student /2550/ Suphaphon_4821032325.pdf

 

Tengku, S. T. A. J., Raeidah, A., Isma, S. I. & Al-Mansor, A. S. (2015). Do breadth and

depth of vocabulary knowledge aid reading comprehension? Australian Journal

of Basic and Applied Sciences, 9(25), 50-55.Retrieved April 29, 2018, from

http://ajbasweb.com/old/ajbas/2015/Special IPN Langkawi (Aug)/50-55.pdf

 

Thornton, P. & Houser, C. (2005). Using mobile phones in English education in Japan.

Journal of Computer Assisted Learning, 21(3), 217-228.

 

Thuwaibah, M. J. (2005). The effect of semantic mapping strategy training on reading

comprehension of scientific texts among matriculation students (Unpublished

master's thesis). Universiti Pendidikan Sultan Idris. Retrieved October 17, 2017,

from http://pustaka2.upsi.edu.my/eprints/130

 

Torgesen, J. K. (2000). Individual differences in response to early interventions in

reading: The lingering problem of treatment resisters. Learning Disabilities

Research and Practice,15(1), 55-64.

 

Vadhilah, S. N. (2011). Enriching students' vocabulary through semantic mapping

(Unpublished Action Research). Syarif Hidayatullah State Islamic University.

Retrieved October 17, 2017, from http://www.repository.uinjkt.ac.id/dspace/

bitstream/123456789/1416/1/100811

 

Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition

and frequency of input. Applied Psycholinguistics, 22(2), 217-234.

 

Wagner, R. & Ridgewell, C. (2009). A large-scale study of specific reading

comprehension disability. PMC, 35(5), 27-31.

 

Wangru, C. (2016). Vocabulary teaching based on semantic-field. Journal of Education

and Learning, 5(3), 64-71. doi:10.5539/jel.v5n3p64

 

Weiser, B. (2013, September). Effective vocabulary instruction for kindergarten to 12th

grade students experiencing learning disabilities. Retrieved October 04, 2017,

from https://council-for-learning-disabilities.org/effective-vocabularyinstruction-

for-kindergarten-to-12th-grade-students-experiencing-learningdisabilities

 

Wibisana, M. (2011). The effect of the application of brainstorming techniques on

students’ reading comprehension of the seventh grade of SMPN 2 Baturetno

(Unpublished Master’s thesis). State University of Yogyakarta. Retrieved

October 15, 2017, from http://eprints.uny.ac.id/18612/1/

 

Widmayer, S. A. (2005). Schema theory: An introduction. Retrieved November 14,

2017 from http://www.kihd.gmu.edu/immersion/knowledgebase/strategies/

cognitivism/SchemaTheory.htm

 

Wisconsin Common Core State Standards for English Language Arts. (2010).

Vocabulary. Retrieved October 16, 2017, from

https://dpi.wi.gov/sites/default/files/imce/cal/pdf/vocabulary.pdf

 

Wong, A. S. C., Lee, J. Y. V., Fung, M. & Willibrord, O. (2019). Vocabulary size of

Malaysian secondary school students. International Journal of Modern

Languages and Applied Linguistics, 3(4), 27–34.

 

Yildrim, K., Yildiz, M. & Ates, S. (2011). Is vocabulary a strong variable predicting

reading comprehension and does the prediction degree of vocabulary vary

according to text types. Educational Sciences: Theory & Practice, 11(3),

15411547.

 

Yunus, K., Mohamad, M. & Waelateh, B. (2016). The breadth of receptive vocabulary

knowledge among English major university students. Journal of Nusantara

Studies, 1(1), 7–17.

 

Zahedi, Y. & Abdi, M. (2012). The effect of semantic mapping strategy on EFL

learners’ vocabulary learning. Procedia - Social and Behavioral Sciences, 69,

2273-2280.

 

Zaid, M. A. (1995). Semantic mapping in communicative language teaching. Forum,

33(3), 6-16. Retrieved February 4, 2018, from http://dosfan.lib.uic.edu/usia/EUSIA/

forum/vols/vol33/no3/p6.htm

 

Zarei, A. A. & Sepahian, S. (2015). The effects of explicit and implicit instructional

techniques (glossing semantic mapping, and imagery) on L2 vocabulary

comprehension and production. Academie Royale Des Sciences D Outre-Mer

Bulletin Des Seances, 4(3), 30-40. Retrieved November 13, 2017, from

https://www.researchgate.net/publication/312471014

 

Zhang, D. & Koda, K. (2017). Assessing L2 vocabulary depth with word associates

format tests: Issues, findings, and suggestions. Asian-Pacific Journal of Second

and Foreign Language Education, 2(1).

 

Zhang, L. J. & Suaini, A. (2008). The role of vocabulary in reading comprehension.

RELC Journal, 39(1), 51-76. doi: 10.1177/0033688208091140

 

Zhang, X., Pan, X. & Xu, X. (2014). The correlation study on the relationship between

the depth of vocabulary knowledge and comprehensive ability. Studies in

Literature and Language, 9(1), 94-110.

 

Zheng, Y. (2011). Exploring Chinese EFL learners’ vocabulary depth knowledge: the

role of L1 influence. The Journal of Asia TEFL, 8(3), 191-219.

 

Zuhana, M. Z., Wong, E. B. & Shameem, R. (2014). Critical reading ability and its

relation to L2 proficiency of Malaysian ESL. 3L: The Southeast Asian Journal of

English Language Studies, 20(02), 43–54.

 


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 with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)