The Effects of Semantic Mapping on Vocabulary Memorizing
The Effects of Semantic Mapping on Vocabulary Memorizing
The Effects of Semantic Mapping on Vocabulary Memorizing
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C. Anh ấy lấy những c<strong>on</strong> tem ra và cất lại những ph<strong>on</strong>g bì.<br />
3. He was in orbit around the Earth at a speed <str<strong>on</strong>g>of</str<strong>on</strong>g> more than 17,000 miles per hour.<br />
A. Anh ta đã ở trên vòng xoay bay vòng quanh Trái Đất với vận tốc hơn<br />
17,000 dặm trên giờ.<br />
B. Anh ta đã ở trên đường bay bay vòng quanh Trái Đất với vận tốc hơn<br />
17,000 dặm trên giờ.<br />
C. Anh ta đã ở trên quĩ đạo bay vòng quanh Trái Đất với vận tốc hơn 17,000<br />
dặm trên giờ.<br />
Piloting the tests<br />
Piloting testing can help avoid costly time-c<strong>on</strong>suming problems during the data collecti<strong>on</strong><br />
procedures (Gass & Mackey, 2000). In order to be used in this study, the pre-test and the posttest<br />
<strong>on</strong> vocabulary knowledge were piloted to ensure the validity <str<strong>on</strong>g>of</str<strong>on</strong>g> this instrument. Forty-two<br />
students who were <str<strong>on</strong>g>of</str<strong>on</strong>g> the similar background and level <str<strong>on</strong>g>of</str<strong>on</strong>g> English pr<str<strong>on</strong>g>of</str<strong>on</strong>g>iciency as those in the<br />
<str<strong>on</strong>g>of</str<strong>on</strong>g>ficial study got involved in the pilot test. <str<strong>on</strong>g>The</str<strong>on</strong>g> results from the piloted test showed that with<br />
clear initial instructi<strong>on</strong>s and examples given in the tests the pre-test and the post-test <strong>on</strong><br />
vocabulary knowledge used in this study were valid.<br />
Scoring the tests<br />
To score the pre-test and the post-test, the same scoring system was used. Each correct answer<br />
was given <strong>on</strong>e mark. <str<strong>on</strong>g>The</str<strong>on</strong>g>re were no minus marks for providing incorrect answers. <str<strong>on</strong>g>The</str<strong>on</strong>g>refore, the<br />
maximum scores <str<strong>on</strong>g>of</str<strong>on</strong>g> each test could be 80 for 80 correct items. <str<strong>on</strong>g>The</str<strong>on</strong>g> researcher and her colleague<br />
independently scored the students’ tests to make sure that the test results were reliable and<br />
objective. This original score was then subjected to SPSS for data analysis.<br />
5.2 Questi<strong>on</strong>naire <strong>on</strong> the students’ percepti<strong>on</strong>s towards semantic mapping<br />
<str<strong>on</strong>g>The</str<strong>on</strong>g> questi<strong>on</strong>naire aimed at measuring the students’ percepti<strong>on</strong>s towards semantic mapping<br />
technique before and after the research. <str<strong>on</strong>g>The</str<strong>on</strong>g> questi<strong>on</strong>naire could help the researcher collect more<br />
detailed data <strong>on</strong> the students’ percepti<strong>on</strong>s and interests that could not be noted by the tests. In<br />
additi<strong>on</strong>, the questi<strong>on</strong>naire provided an<strong>on</strong>ymity which helped provide reliable large amounts <str<strong>on</strong>g>of</str<strong>on</strong>g><br />
resp<strong>on</strong>ses. Actually, Wils<strong>on</strong> and McLean (1994, cited in Cohen, Mani<strong>on</strong> and Morris<strong>on</strong>, 2000)<br />
suggested that “the questi<strong>on</strong>naire is a widely used and useful instrument to collect survey<br />
informati<strong>on</strong> research”.<br />
Adapting the questi<strong>on</strong>naire<br />
<str<strong>on</strong>g>The</str<strong>on</strong>g> questi<strong>on</strong>naire was adapted from Huynh’s (2009) 24-item questi<strong>on</strong>naire <strong>on</strong> learners’ attitudes<br />
towards the use <str<strong>on</strong>g>of</str<strong>on</strong>g> mind mapping in learning and teaching vocabulary. In terms <str<strong>on</strong>g>of</str<strong>on</strong>g> questi<strong>on</strong>naire<br />
adaptati<strong>on</strong>, 13 items remained and the order <str<strong>on</strong>g>of</str<strong>on</strong>g> these items was changed. Besides, 9 more items<br />
were added to meet the purpose <str<strong>on</strong>g>of</str<strong>on</strong>g> the study.<br />
<str<strong>on</strong>g>The</str<strong>on</strong>g> questi<strong>on</strong>naire is comprised <str<strong>on</strong>g>of</str<strong>on</strong>g> 22 items in total. Each item includes a statement about<br />
students’ attitudes towards using the semantic mapping technique in memorizing vocabulary <strong>on</strong><br />
the Likert Scale (str<strong>on</strong>gly disagree, disagree, neutral, agree, and str<strong>on</strong>gly agree). All the items<br />
are categorized into three cluster including (1) students’ interest in memorizing vocabulary with<br />
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